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The Effect Of Technostress On The Motivation To Teach Online In Higher Education Before And During The Covid-19 Pandemic: Perceptions Of Business Faculty, Stacy Boyer-Davis, Kevin Berry, Amy Cooper
The Effect Of Technostress On The Motivation To Teach Online In Higher Education Before And During The Covid-19 Pandemic: Perceptions Of Business Faculty, Stacy Boyer-Davis, Kevin Berry, Amy Cooper
International Journal for Business Education
This study investigated the relationships among technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) on the motivation to teach online using the Motivation to Teach Online – Faculty Version scale. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, and the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems early 2020 (N = 307). The findings indicated that techno-stressed faculty are less motivated to teach online. Techno-insecurity …
Managing Programmatic Trade-Offs For Centers Of Teaching And Learning: Applying A Segmentation, Targeting, And Positioning Approach To Pedagogical Offerings, Christopher Vicente Hsin-Hung S. Chen, Ian G. Althouse, Caitlin P. Declercq, Mark L. Phillipson
Managing Programmatic Trade-Offs For Centers Of Teaching And Learning: Applying A Segmentation, Targeting, And Positioning Approach To Pedagogical Offerings, Christopher Vicente Hsin-Hung S. Chen, Ian G. Althouse, Caitlin P. Declercq, Mark L. Phillipson
To Improve the Academy: A Journal of Educational Development
The demands of current instructional realities for moving to completely online formats have led to dramatic changes in the ways that centers for teaching and learning serve their communities. Pedagogical programs have been adapted, invented, and reimagined for online modalities. In this article, we share an approach borrowed from marketing—segmentation, targeting, and positioning (STP)—and describe three cases showing the application of STP in our center’s work with instructors. This approach has helped us clarify and target our pedagogical priorities, allowing us to make appropriate trade-offs to produce more focused educational development programming that better meets our audience’s needs, constraints, and …