An Investigation of HBCU Tenured Faculty Members’ Perceptions of Factors that Motivate Participation in the Development and Delivery of Virtual Learning

Date of Award

Spring 2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Instructional Support

First Advisor

Ronald A. Grace

Second Advisor

Sonja Harrington Weston

Third Advisor

Nicole Y. Strange-Martin

Abstract

The purpose of this study was to examine tenured faculty members’ perceptions of factors that motivate their participation in the development and delivery of Virtual Learning (VL) programs, as well as to determine tenured faculty members’ perceptions of factors that tend to extrinsically and intrinsically motivate their participation in the development and delivery of VL. A five-point Likert-type survey was employed to determine the extent to which respondents agreed or disagreed with associated perceived usefulness, perceived ease of use, and attitudes toward online participation at Historically Black Colleges and Universities (HBCUs) in the Southeastern Region of the United States. Study findings indicated that both intrinsic and extrinsic motivational factors positively relate to faculty members’ willingness to participate in virtual learning course content development and delivery. Intrinsic factors such as efficacy, desire to reach a broader and more student population, widespread student participation, and increased opportunities for professional growth were among the more prevalent findings. External factors such as flexibility, widespread diversity and growing student population, and increased teacher-student interaction were found to be noteworthy as well. The data from this study will benefit higher education administrators who are seeking to increase tenured faculty participation in virtual learning and establish Virtual Learning Systems. The finding from this study indicated that of tenured faculty intrinsic willingness and TAM precept (perceived ease of use) revealed the following 75% of respondents agreed to some degree that VL is more useful for instructional delivery than traditional methods. Of the seventy-five (75%) percent that agreed, fifty percent (50%) strongly agreed, while twenty-five percent (25%) somewhat agreed. There were no pre-existing data used in this study. The results cannot be generalized. This clearly shows most tenured faculty members in the college of education at the HBCU examined have a positive perception that VL is more useful than traditional methodologies for academic success. This data also indicates there is a great degree of tenured faculty willingness to participate in VL at this location.

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