A Latent Profile Analysis of University Faculty Subtypes for Mobile Technology Integration

Computers and Education Open

Dermot F. Donnelly-Hermosillo¹  Cory C. Cowan²  Mariya A. Yukhymenko-Lescroart³  Bryan D. Berrett⁴ 

[1] Corresponding author: Mariya Yukhymenko-Lescroart, Department of Curriculum and Instruction, California State University, Fresno, 5005 N. Maple Ave., M/S ED 2, Fresno, CA 93740, United States;Department of Chemistry and Biochemistry, California State University, Fresno;Department of Curriculum and Instruction, California State University, Fresno;Office of Institutional Effectiveness, California State University, Fresno;

关键词: mobile learning;    post-secondary education;    latent profile analysis;    teacher professional development;   

DOI  :  

来源: DOAJ

【 摘 要 】

The need for entirely online instruction as a result of the COVID-19 pandemic has raised many questions about university faculty readiness for online instruction and how to effectively support university faculty in integrating mobile technology into their practice. Previous research suggests subtypes of university faculty technology integration and in turn, a need for diversified approaches to professional development. However, such research is both limited and contested, and thus further research is needed. This multistudy examined whether there are qualitatively distinct faculty subtypes for mobile technology integration (Study 1: N = 83, Study 2: N = 45) based on their knowledge, self-efficacy, and attitudes towards mobile technology, and whether such subtypes, if indeed were present, were meaningfully associated with an adoption of mobile technology in the following semester. Findings from the latent profile analysis suggest five university faculty subtypes: Technology Enthusiasts, Knowledgeable Adopters, Prospective Adopters, Knowledgeable Skeptics, and Non-Adopters. Study 2 validates Study 1 findings. Findings illustrate that technology professional development opportunities only have value for certain university faculty groups and that resources would be better targeted elsewhere for faculty groups such as non-adopters. We discuss the implications of these findings for future efforts to support university faculty mobile technology integration.

【 授权许可】

Unknown