OVERCOMING BARRIERS AND CHALLENGES BY CREATING TRAINING TO INCREASE THE USE OF ONLINE EDUCATION TECHNOLOGY AMONG FACULTY: A CASE STUDY DISSERTATION RESEARCH DEFENSE

1. OVERCOMING BARRIERS AND
CHALLENGES BY CREATING TRAINING
TO INCREASE THE USE OF ONLINE
EDUCATION TECHNOLOGY AMONG
FACULTY:
A CASE STUDY
DISSERTATION
RESEARCH DEFENSE

2. DEFENSE OUTLINE
Research
Background
Topic Background
Problem Statement
Purpose of the
Research
Important of
Research
Conceptual
Framework
Research Questions
Methodology
Population and
Sample
Data Collection
Findings
Significance of
findings
Recommendations
Questions

3. RESEARCHER’S BACKGOUND
o What qualifies me to do this research is that I have over (10) ten
years of training in development experience in education and in
corporate.
o Master Degree in Education
o Software Knowledge and Experience: Adobe Illustrator, LMS
Administrator, Ecollege, Blackboard, Articulate Storyline, Curriculum
Development, Educational and Entertainment Video Production
o Faculty Member (10 years) and Instructional Designer/Online
Learning Developer (7 years)

4. TOPIC BACKGROUND
The reason for me choosing this research is due to changes in how education is being delivered. Many
schools have and are continuing to adopt online education and the training of faculty is one of the most
important parts of its success.
Distance education first began with the use
of printed instruction, to early broadcasting
systems, to what is currently referred to as
online learning (Lim, Morris,& Kupritz, 2014).
In addition as technology keeps improving,
new instructional methods such as web-
based teleconferencing have been used a
method of distance education (Lim, Morris,&
Kupritz, 2014).

5. TOPIC BACKGROUND
o The scholarly source document include:
o Need for a Paradigm Shift in Traditional Education
o The Online Paradigm Shift in Higher Education
o Technology Integration into the Traditional Classroom
o Constructivism Approach
o Prior studies of distance education concentrated largely on
the experiences of students, the development and design of
courses rather than that of faculty training and educational
technology usage among faculty.
o However in recent years, faculty usage, skill, and technological
aptitude has been highlighted as a contributing factor to the
success of distance education (Betts & Heaston 2014).

6. TOPIC BACKGROUND
The scholarly source document include:
Need for a Paradigm Shift in Traditional Education
The Online Paradigm Shift in Higher Education
Technology Integration into the Traditional Classroom
Current Obstacles in Implementing Online Education Tool
Current Online Education and Distance Learning Technologies
Teacher Training Programs and Technology Integration
Constructivism Approach

7. PROBLEM STATEMENT
o “The problem this study will address is addressing
barriers that faculty may have finding ways to
implement the use distance education in the classes
they teach.
o This is also and educational leadership research
problem due to the shift in education delivery and the
goals of the institution and the college.
o This problems of integrating distance education is an
issue that has been discussed at the school the
research is going to be held in addition to university
district.

8. PURPOSE OF THE RESEARCH
o The primary purpose of this study is to review possible
obstacles and or concerns that faculty members may have with
integrating distance learning. The secondary purpose of this
case study is to investigate if a training program can have an
affect on a faculty looking to integrated distance education in
their teaching practices.
o Distance education and faculty preparedness in using
educational technology may be affected by factors that have not
been fully discovered in prior studies. Some of these factors
include the lack of familiarity of best practices in incorporating
technology into the traditional classroom and lack of faculty
coaching (Allen, Seaman, 2007).

9. IMPORTANCE OF THE RESEARCH
o My research study will impact the field of
educational leadership by providing an
example of a training system that can be
used to implement educational
technology and provide faculty support.
o This study will also impact my work as a
professional allowing me to work closely
with an institution and helping faculty and
the college work toward achieving their
common goal of distance learning.

10. CONCEPTUAL FRAMEWORK
o The conceptual framework of the literature
review—is organized to review and create the
foundation for this research discussing:
o Constructivism
o The goal of constructivism in online education is
to aid instructors to focus on shifting their
pedagogical approach and teaching
effectiveness.
o Concerns Based Adoption Model
o Utilizing it as a highly personalized training and
developmental process for faculty participants

11. CONCEPTUAL FRAMEWORK
Concerns Based Adoption Model
o Innovation Configurations: An Innovation Configuration Map
provides a clear picture of what constitutes high-quality
implementation. It serves as an exemplar to guide and focus staff
efforts.
o Stages of Concern: The Stages of Concern process, which
includes a questionnaire, interview, and open-ended statements,
enables leaders to identify staff members’ attitudes and beliefs
toward a new program or initiative. With this knowledge, leaders can
take actions to address individuals’ specific concerns.
o Levels of Use: The Levels of Use interview tool helps determine
how well staff, both individually and collectively, are using a program.
Levels range from nonuse to advanced use. When combined with
the Innovation Configuration and first-hand observations, this
information can help staff effectively implement a new program.

12. CONCEPTUAL
FRAMEWORK
Concerns Based
Adoption Model
o Utilizing it as a
highly personal
developmental
process
http://www.sedl.org/cbam/

13. RESEARCH QUESTIONS
This qualitative case study will focus on reviewing probable challenges faculty
have with integrating distance learning. The primary research questions will be
focused on identifying:
1. What are the current obstacles and or concerns that faculty have with
integrating distance learning into their current teaching practices: (1) Time
commitment and level of understanding of software and technology, (2)
Knowledge of available software applications to create or enhance learning,
(3) Integration obstacles or successes with implementing distance learning
into current teaching practices.
2. How will faculty levels of technology usage adjust after being provided
training on how to better integrate distance learning into their teaching
practicing?
3. What factors will be vital in the continuous development of teacher training
for distance learning?

14. METHODOLOGY
o The structure of this case study will
feature a widespread use of narrative for
the purpose of situating the study and
providing a descriptive environment
(Creswell, 1998; Patton, 2002).
o With the goal of obtaining an in depth
description, the researcher will conduct
training participation surveys and perform
pre and post interviews with faculty
participants from an academic
department at California State
Polytechnic University at Pomona.

15. SPECIFICS ON
METHODOLOGY
Software Training

16. SPECIFICS ON METHODOLOGY
Depending on your choice of methodology you may need to
outline specifics such as:
o Context of the planned research ,
o Participants—
o Faculty from a Department at Cal Poly Pomona
o IRB considerations ( Faculty will not be named however, there
college and department may be named but faculty will be informed
of this in the informed consent process)
o Methods
o Data collection: Pre and post interviews and post training qualitative
survey
o Analysis: Distance Learning, Faculty training courses. Working with
the department and the Office of Research
o Interpretation or analysis: Researcher journals and methodological
logs

17. POPULATION AND SAMPLE
The study was presented originally to 12 faculty,
however 8 faculty agreed to participate in the
study.
Response Rate
In collaboration with California Polytechnic State
University at Pomona, the department chair of
an Academic Department in the College of
Agriculture agreed for the researcher to place
advertisement of the study in the faculty offices
and to be sent out electronically by email. The
research project was also announced to faculty
and staff during a department meeting held in
the Spring 2015.

18. DATA COLLECTION
12 faculty members, the response rate was 8 faculty
members out of 12, which translates to 66.67%
participation. Base on the goal of the research stated in
chapter three, the goal was to have at least 60- 75%
faculty agreement and participation in the study.

19. DATA COLLECTION
Of the 8 surveys, 5 were faculty members
identified as having the teaching status of
fulltime with 3 faculty members who were
identified as part time. An interview code
number was given to each faculty based on
the order in which the survey was completed
online.
An interview code number was given to each
faculty based on the order in which the
survey was completed online.

20. DATA COLLECTION
The training program was set up as a four-week program. The training
program included three topics:
(a) Rubrics for Discussion and Assignments
(b) Online Lecture Building: Integrating Video technology
(c) Course Building Basics: Online Course Building Blocks 101
Each Class is a 1 hour and 30 minute long session held once per week
on the campus while being live streamed for participants who would
like to attend remotely synchronously. For students who could not
attend face-to-face, the day after each training was completed, video
capture of each training class saved and uploaded to a training
website created by the researcher. The website was created using the
software, Word Press to allow for faculty member to post questions
into an open forum to the researcher about the training.

21. CONCEPTUAL
FRAMEWORK
Concerns Based
Adoption Model
o Utilizing it as a
highly personal
developmental
process
http://www.sedl.org/cbam/

22. DATA COLLECTION
Training was scheduled on a weekly
schedule with the following hours associated
with each block:
Session 1: 8:00am PST -9:30 am PST
Session 2: 10:00am PST -11:30 am PST
Session 3: 12:00pm PST -1:30 pm PST
Each Block was rotated using the following
method:

23. DATA COLLECTIONBased on the Onboard Training Interview Questioner
(Pre-Questioner), these were some of the results.
Five faculty member participants have a teaching status
of fulltime. Out of the fulltime group, three stated that
they were very familiar with the usage of online
education; one stated that they were not familiar with
the usage of online learning, and one stated that they
have heard of the usage of online learning.
The remaining three faculty member participants stated
that they had a teaching status of part time. One did not
answer if they have heard of the usage of online
learning and remaining two have not heard of online
learning.

24. DATA COLLECTION
Category Notes
Referred to as “Category Notes” based on the interviews given to each
participant, individual categories were listed on a chart and were coded in it
relation to paragraph and transcript data. The transcript data code letter allowed
for analyses of issues organized from key words and phrases given by each
participant.
The categories are: (a) adaptation issues, (b) adaptation success, (c) current
implementation of distance learning challenges, (d) expectations, (e) factors
related to the academic discipline, (f) faculty position, (g) faculty support, (h)
inspiration/ motivation, (i) instructional styles, (j) philosophy comparisons, (k)
time commitment, and (l) reflection. To obtain this data interviews were done
with each individual participants prior to the start of the first training session and
after all training session were complete.

25. DATA COLLECTION
Current obstacles and or concerns with integrating distance learning into
current teaching practices.
In order to evaluate the obstacles and or concerns faculty had with this faculty
cohort integrating distance learning into their current teaching practices data
from the Onboard Training Questioner and Pre-Questioner Interview Transcripts
had to be analyzed.
In this portion of the research, the first research question will be addressed.
What are the current obstacles and or concerns that faculty have with
integrating distance learning into their current teaching practices: (1) Time
commitment and level of understanding of software and technology, (2)
Knowledge of available software applications to create or enhance learning, (3)
Integration obstacles or successes with implementing distance learning into
current teaching practices.

26. DATA COLLECTION
Time Commitment and Teaching Level of understanding
To identify the level of understanding in regards to using and employing online
education technology, the following questions were answered during the pre-
training interviews and Onboard Interview Questioners Surveys:
Are you familiar with the terms distance education, online learning, or blending
learning?
Can you explain what distance education, online learning, or blending learning
is?
Have you ever use or attempted to use distance education and why?
Have you taken an online course?
How familiar are with communicating online?
Are you currently using distance education in your teaching practices?
Please indicate how you anticipate using the material from this workshop?

27. DATA COLLECTION

28. DATA COLLECTION

29. DATA COLLECTION

30. DATA COLLECTION

31. DATA
COLLECTION

32. DATA COLLECTION

33. DATA COLLECTION

34. DATA COLLECTION

35. DATA COLLECTION

36. DATA COLLECTION

37. DATA COLLECTIONBelow are synopsis of the results based on themes.
(a) Rubrics for Discussion and Assignments

38. DATA COLLECTIONBelow are synopsis of the results based on themes.
(b) Online Lecture Building: Integrating Video Technology

39. DATA COLLECTIONBelow are synopsis of the results based on themes.
(c) Course Building Basics: Online Course Building Blocks 101

40. DATA COLLECTION

41. DATA COLLECTIONTheme 1: General Course Content
The objectives of training were clearly defined. Scores: 1,1,2,2,1,1,1,2
Participation and interaction were encouraged. Scores: 2,2,1,1,2,2,1,2
The topics covered were relevant to me. Scores: 2,2,1,1,2,2,2,1
The content was organized and easy to follow. Scores: 1,1,1,1,1,2,2,2
The materials distributed were helpful. Scores: 1,1,1,2,1,1,1,1

42. DATA COLLECTIONTheme 2: Evaluation of the trainer
This training experience will be useful in developing distance education for my classes. Scores: 1,1,1,1,1,2,2,1
The trainer was knowledgeable about the training topics. Scores: 1,1,1,1,1,1,1,1
The trainer was well prepared. Scores: 1,1,1,1,1,1,1,1
The training objectives were met. Scores:1,1,1,2,2,1,1,1

43. DATA COLLECTION
Theme 3: Structure of the training
The time allotted for the training was sufficient. Scores: 3,3,3,3,3,3,3,2
The meeting room and facilities were adequate and comfortable. Scores: 3,2,3,2,2,2,2,2

44. DATA COLLECTION
Theme 5: Implementation of what was learned in the training
(Open Ended Questions)
What did you like most about this training?
What aspects of the training could be improved and why?
How do you hope to implement what you learned as a result of
this training?
What additional distance education trainings would you like to
have in the future and why?
Please share other comments or expand on previous responses
here:

45. DATA COLLECTION
The themes with the most positive responses were general
course content and structure of the training. As there were some
differences in how the participants would implement what they
have learned in the training in their classrooms, the response to
this questioning was also positive.
Out of 4 questions that focused on the evaluation of the trainer,
the responses were mostly positive stating that the trainer was
organized and was prepared for each topic being discussed.
In regards to the structure of the training, this seemed to be an
area of improvement, with mean scores over 2, the time of
allotted for the training and the facilities were areas of
opportunity for improvement for future trainings.

46. DATA COLLECTIONIn regards to the open-ended answers, these were some of the
responses were: The training gave me better knowledge of how to
incorporate more educational technology and distance learning
methods into the classes I currently teach; I learned about software
that can enhance my lectures;
The content was important; This training program is a great way to
start the process of training season faculty to be about to teaching
using distance learning tools; I plan to apply what I have learned into
my teaching style; It gave me a better understanding of online
education and distance learning practices.
In regards to feedback about improvements some of the responses
were:
Additionally some of the feedback suggestions for other training
classes included: How to keep students engaged online; How to
combat cheating, Time Management and learning Online, More
Course Design Tips and Educators best practices.

47. DATA COLLECTION
Heading 2 :How will faculty mentorship affect how faculty implement the use of education
technology
As part of the research project, a mentorship program and help desk support project was as part of
the research. The goal of these programs is to offer help to faculty participants after they have completed
the training classes.
Named the “Online Education Mentoring Project” (OEMP) provided support and tips to help further
develop and grow the skills among the faculty participants in the study. This program’s goal was to offer
an opportunity for faculty to receive personalized attention and assistance to effectively implement the
use of educational technical technology, online education and distance learning in to their currently
teaching strategy. The secondary goal of this program was also to support the future goal of the
institution, support upcoming trends in educational delivery, while providing professional development.

48. DATA COLLECTION
The structure of the mentorship program
The goal for the mentorship program:
Who participated Percentage of Participants that participated in the mentor program to students who did
not. Out of the eight participants
How did the training program operate.
The importance of offering mentorship
Feedback of mentorship program

49. DATA COLLECTION
Heading 3 :What factors will be vital in the continuous development of
teacher training for distance learning?
Faculty Needs
Technology Implementation in the College
Needs for training and getting faculty on board
Faculty Development

50. FINDINGS
Summary

51. FINDINGS
Conclusions

52. SIGNIFICANCE OF FINDINGS
Implications for Practice

53. RECOMMENDATIONS
Recommendations for Research

54. REFERENCES
o Stake, R. E. (2000). Case studies. In D. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative
research (2nd ed., pp. 435-454). Thousand Oaks, CA: Sage.
o Crews, J., & Turner, F. (2005). Brick and click: A comparison analysis on online and traditional
education settings. International Journal of Instructional Technology & Distance Learning, 2(4).
o Bates, A. (2014). Instructional design for distance learning. Instructional Design: International
Perspectives II: Volume I: Theory, Research, and Models: volume Ii: Solving Instructional Design
Problems, 369.
o Gold, S. (2001, May). A constructivist approach to online training for online teachers. Journal of
Asynchronous Learning Networks, 5, 35-57.

55. THANK YOU
A special Thanks for you for getting me to this point to defend
research study. I would like to thank my dissertation committee Dr.
Watkins and Dr. Davis.
I thank my Mother and Father for all their help and educational
support and guidance, My Brothers and Sisters, My Son Kobe, My
Friends and the Argosy University Faculty and Staff.