Professional Development Motivators at the University of Nevada, Las Vegas

Wednesday, 14 July 2004

This presentation is part of 4: Poster Session

Professional Development Motivators at the University of Nevada, Las Vegas

Description: What motivates faculty to learn technology? Research suggests mutiple reasons, including UNLV's institution-wide pre-assignment of WebCT classes.
Presentation Format: Poster
Topic: Empowering educators: Professional development models and methods
Target Audience: Course Designers, Faculty and Other Instructors, Senior Administrators, E-learning Managers
Appropriate Audience Level: Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text: The Teaching & Learning Center at the University of Nevada, Las Vegas, provides professional development, pedagogy, and technology workshops. The information from this research will indicate either the need for workshop improvements or the continuation of the status quo. For example, a predominate faculty motivator for workshop attendence is UNLV’s current institution-wide pre-assignment of WebCT classes.
Faculty at the TLC Winter Institute’s technology workshops (January 6 to January 16, 2004) were asked to fill out an electronic survey about their motivations for attending the workshop. The quantitative survey used a four point scale [Strongly Agree (4), Agree, Disagree, Strongly Disagree (1)], plus a fifth point for NA [Not Applicable (0)]. The initial sample for the survey included twenty-eight respondents (of the thirty-nine total attendees). The respondents participated in the following workshops: WebCT Basics, Teaching Website (2 tracks), WebCT Gradebook and Course Management, and WebCT Content Module.
There were eight motivation statements (plus two for demographic responses and one that was “Other” for fill-in). Three statements elicited strong responses. The first statement “WebCT classes are automatically created,” obtained 75% of its responses in Strongly Agree and Agree. The second statement, “The workshop description sounded interesting,” gathered 89% of its responses in Strongly Agree and Agree. The third survey statement, “There is no charge for the workshop,” gained 89% of its responses in the Strongly Agree and Agree categories.
The percentages above indicate three successful methodologies. In the first statement, the workshop participants appear to be aware that a WebCT course, populated with the registered students, is automatically available for use. The second statement references workshop descriptions that are broadcast via campus-wide email and flyers, successfully reaching their target audience. The third statement demonstrates that a free workshop eliminates potential financial barriers. Ongoing surveys will continuously identify possible future improvements.

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Description:	What motivates faculty to learn technology? Research suggests mutiple reasons, including UNLV's institution-wide pre-assignment of WebCT classes.
Presentation Format:	Poster
Topic:	Empowering educators: Professional development models and methods
Target Audience:	Course Designers, Faculty and Other Instructors, Senior Administrators, E-learning Managers
Appropriate Audience Level:	Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text:	The Teaching & Learning Center at the University of Nevada, Las Vegas, provides professional development, pedagogy, and technology workshops. The information from this research will indicate either the need for workshop improvements or the continuation of the status quo. For example, a predominate faculty motivator for workshop attendence is UNLV’s current institution-wide pre-assignment of WebCT classes. Faculty at the TLC Winter Institute’s technology workshops (January 6 to January 16, 2004) were asked to fill out an electronic survey about their motivations for attending the workshop. The quantitative survey used a four point scale [Strongly Agree (4), Agree, Disagree, Strongly Disagree (1)], plus a fifth point for NA [Not Applicable (0)]. The initial sample for the survey included twenty-eight respondents (of the thirty-nine total attendees). The respondents participated in the following workshops: WebCT Basics, Teaching Website (2 tracks), WebCT Gradebook and Course Management, and WebCT Content Module. There were eight motivation statements (plus two for demographic responses and one that was “Other” for fill-in). Three statements elicited strong responses. The first statement “WebCT classes are automatically created,” obtained 75% of its responses in Strongly Agree and Agree. The second statement, “The workshop description sounded interesting,” gathered 89% of its responses in Strongly Agree and Agree. The third survey statement, “There is no charge for the workshop,” gained 89% of its responses in the Strongly Agree and Agree categories. The percentages above indicate three successful methodologies. In the first statement, the workshop participants appear to be aware that a WebCT course, populated with the registered students, is automatically available for use. The second statement references workshop descriptions that are broadcast via campus-wide email and flyers, successfully reaching their target audience. The third statement demonstrates that a free workshop eliminates potential financial barriers. Ongoing surveys will continuously identify possible future improvements.