Course Coordinators' Beliefs, Attitudes and Motivation and their Relation to Self-Reported Changes in Technology Integration at the Open University of Israel

Abstract

This study investigates the relationship between the beliefs, attitudes, and motivation of course coordinators at the Open University of Israel regarding the integration of technology into teaching processes and their self-reported changes as a result of the integration into academic teaching. An electronic survey was sent to 285 course coordinators employed during the spring semester of 2007, 128 of whom responded (45% response rate). The results show that the “belief index” in the potential of technology integration into teaching is higher than the “skepticism index,” and the enhancing (internal and external) factors underlying the decision to implement technology outweigh the inhibiting factors. Different patterns of correlation between internal and external factors and changes in teaching were found and discussed.