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Evaluation study of lunch and learn sessions on faculty's use of Discussion Board
Author
Soong, Alan Swee Kit
Supervisor
Hu, Chun
Abstract
The purpose of the study is to evaluate the impact of Lunch and Learn Sessions, a professional development approach adopted for training faculty members at the Nanyang Technological University, Singapore, on faculty members' use of Discussion Board, as asynchronous communication tool in Blackboard. The study aims to answer two research questions: (1) to what extent the faculty has used Discussion Board after attending the training sessions, and (2) to identify possible factors influencing the usage of Discussion Board by the faculty members.
A survey was designed and administered to a group of faculty members who attended the Lunch and Learn Sessions. In addition, a group of faculty members was interviewed for further clarification after the survey was carried out. The findings indicate that the Lunch and Learn Sessions have helped to increase the number of the faculty members who use Discussion Board. More importantly, the levels of usage of Discussion Board by the faculty members have moved from lower to more advanced levels after the training.
The findings suggest that the factors influencing the faculty members' usage of Discussion Board include : (1) individual motivation, (2) belief in technology-based teaching, (3) workload, (4) types of subjects taught, (5) gender, (6) types of discipline, and (7) years of teaching experience. A few of these factors are similar to the ones identified in the literature reviewed. Others are peculiar to this study. Further studies on some of these factors would be useful for a better understanding on the usage of Discussion Board.
A survey was designed and administered to a group of faculty members who attended the Lunch and Learn Sessions. In addition, a group of faculty members was interviewed for further clarification after the survey was carried out. The findings indicate that the Lunch and Learn Sessions have helped to increase the number of the faculty members who use Discussion Board. More importantly, the levels of usage of Discussion Board by the faculty members have moved from lower to more advanced levels after the training.
The findings suggest that the factors influencing the faculty members' usage of Discussion Board include : (1) individual motivation, (2) belief in technology-based teaching, (3) workload, (4) types of subjects taught, (5) gender, (6) types of discipline, and (7) years of teaching experience. A few of these factors are similar to the ones identified in the literature reviewed. Others are peculiar to this study. Further studies on some of these factors would be useful for a better understanding on the usage of Discussion Board.
Date Issued
2005
Call Number
LB1044.87 Soo
Date Submitted
2005