An Examination Of Faculty Innovativeness In Relation To Inductive Teaching And The Use Of Technology

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Donald A. Forrer
Nancey A. Wyant
Patricia C. Gordin


Faculty Innovativeness, Technology, Inductive Learning, Distance Education, Online Course, Pedagogy, Learning Community


The conceptual framework for this research describes the processes faculty use to create an online course that meets learning outcomes while creating a positive learning experience for the online student. This involves acceptance of technology to create a course structured for inductive learning in addition to traditional deductive learning. The presence of faculty innovation is demonstrated by the design of inductive learning exercises. Innovative professors must continue to enhance the quality of their online delivery in an effort to achieve the same educational outcomes acquired in a traditional classroom. However, many professors are reluctant to embrace online delivery software and technology designed to enhance the classroom. This research identifies innovation, technology acceptance, inductive learning, and quality enhancement as measures online quality in an academic environment. The assessment instrument for this research is the Rubric for Online Competencies and Standards (ROCS) developed by Hodges University. The ROCS consist of twenty-eight quality indicators in six categories extracted from a combination of regional standards from accreditation bodies including, but not limited to: SACS, Sloan-C, and EDUCAUSE.


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