Promoting Quality in Online Learning: New Study Examines Factors Affecting Faculty Participation

Strategic Insights -

New research published in Online Learning has shed light on the factors that influence faculty participation in course quality reviews, a strategy used by Higher Education Institutions to improve the quality of online learning. The study, led by Efren de la Mora Velasco from the University of Central Florida, applied the Technology Acceptance Model (TAM) to examine the predictors of faculty's intention to participate in course quality reviews. The results revealed that perceived usefulness and subjective norm were key predictors of faculty participation, with technology self-efficacy also playing a significant role in enhancing the perceived ease of use of course quality reviews.

Key Takeaways:

  • Faculty participation in course quality reviews is a crucial strategy for improving the quality of online learning, with perceived usefulness and subjective norm being key predictors of intention to participate.
  • The study expanded the Technology Acceptance Model (TAM) by examining the factors affecting faculty's use intentions of course quality reviews, including perceived usefulness, subjective norm, and technology self-efficacy.
  • Theoretical implications of the study suggest that faculty technology self-efficacy can enhance perceived ease of use of course quality reviews, highlighting the importance of faculty training and support.
  • The study's conclusions have significant implications for institutions, departments, peers, and students, emphasizing the need for effective course review processes and faculty engagement.
  • The research demonstrated the importance of understanding the factors influencing faculty participation in course quality reviews, which can inform the development of strategies to improve online learning quality.

Statistics:

  • 119 faculty responses were analyzed in the study using Partial Least Squares Structural Equation Modeling (PLS-SEM).
  • Perceived usefulness was a statistically significant predictor of intention to participate in course quality reviews (p < 0.05).
  • Subjective norm was also found to be a predictor of perceived usefulness, with technology self-efficacy enhancing subjective norm.
  • The study's results have significant implications for improving online learning quality, with the potential to inform the development of more effective course review processes.

Sources:

  • Applying the TAM Framework to Inform Faculty Participation in Course Quality Reviews. Online Learning, 2025,29(3). The publisher for Online Learning is Online Learning Consortium.
  • https://doi-org.sdpl.idm.oclc.org/10.24059/olj.v29i3.5079