Examining Course Facilitators’ Perspectives on Online Facilitation for Distance Education

IF 4.3 Q1 PSYCHOLOGY, MULTIDISCIPLINARY

Human Behavior and Emerging Technologies Pub Date : 2023-11-17 DOI:10.1155/2023/4060554

M. Segbenya, Brandford Bervell, Beatrice Asante Somuah, Vincent Mensah Minardzi

{"title":"Examining Course Facilitators’ Perspectives on Online Facilitation for Distance Education","authors":"M. Segbenya, Brandford Bervell, Beatrice Asante Somuah, Vincent Mensah Minardzi","doi":"10.1155/2023/4060554","DOIUrl":null,"url":null,"abstract":"The importance of online learning for delivering academic content in distance education cannot be an understatement. Online learning is not only associated with benefits, but it also comes with some challenges among course facilitators in distance education. This study, therefore, examined course facilitators’ perspectives on online facilitation in distance education within the context of a less developed economy. The study adopted the quantitative approach based on descriptive research design with a sample of 529 course facilitators out of a population of 2,768 using multiple sampling techniques such as stratified and simple random sampling. Data were gathered using a structured questionnaire, and partial least squares structural equation modeling (PLS-SEM) was utilized to analyze the results. Findings from the study revealed that course facilitators had online tools and content knowledge but lacked online lesson presentation skills. Availability of online gadgets significantly predicted functionality and online teaching presentation method. Challenges with online learning, availability and functionality of online gadgets, and online presentation methods significantly predicted online use intention and subsequently influenced online usage for teaching among course facilitators. It was recommended that managers of distance education train and provide technical support as well as online gadgets for course facilitators to effectively implement online education. This study provides new insights into how online gadgets, their functionality, and online presentation methods by course facilitators intricately relate among themselves and finally influence online usage intentions and actual usage of online instruction in the distance education milieu.","PeriodicalId":36408,"journal":{"name":"Human Behavior and Emerging Technologies","volume":null,"pages":null},"PeriodicalIF":4.3000,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Human Behavior and Emerging Technologies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1155/2023/4060554","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

The importance of online learning for delivering academic content in distance education cannot be an understatement. Online learning is not only associated with benefits, but it also comes with some challenges among course facilitators in distance education. This study, therefore, examined course facilitators’ perspectives on online facilitation in distance education within the context of a less developed economy. The study adopted the quantitative approach based on descriptive research design with a sample of 529 course facilitators out of a population of 2,768 using multiple sampling techniques such as stratified and simple random sampling. Data were gathered using a structured questionnaire, and partial least squares structural equation modeling (PLS-SEM) was utilized to analyze the results. Findings from the study revealed that course facilitators had online tools and content knowledge but lacked online lesson presentation skills. Availability of online gadgets significantly predicted functionality and online teaching presentation method. Challenges with online learning, availability and functionality of online gadgets, and online presentation methods significantly predicted online use intention and subsequently influenced online usage for teaching among course facilitators. It was recommended that managers of distance education train and provide technical support as well as online gadgets for course facilitators to effectively implement online education. This study provides new insights into how online gadgets, their functionality, and online presentation methods by course facilitators intricately relate among themselves and finally influence online usage intentions and actual usage of online instruction in the distance education milieu.

查看原文本刊更多论文

研究课程辅导员对远程教育在线辅导的看法

在远程教育中，在线学习对于提供学术内容的重要性不言而喻。在线学习不仅好处多多，而且也给远程教育课程主持人带来了一些挑战。因此，本研究考察了在欠发达经济体背景下课程辅导员对远程教育中在线辅导的看法。本研究采用了基于描述性研究设计的定量方法，使用分层抽样和简单随机抽样等多种抽样技术，从 2,768 人中抽取了 529 名课程主持人作为样本。采用结构化问卷收集数据，并利用偏最小二乘法结构方程模型（PLS-SEM）分析结果。研究结果显示，课程主持人拥有在线工具和内容知识，但缺乏在线课程演示技能。在线小工具的可用性对功能性和在线教学演示方法有显著的预测作用。在线学习面临的挑战、在线小工具的可用性和功能性以及在线演示方法极大地预测了在线使用意向，进而影响了课程主持人在线教学的使用。研究建议远程教育管理者为课程主持人提供培训和技术支持以及在线小工具，以有效实施在线教育。这项研究为我们提供了新的视角，让我们了解在线小工具、它们的功能以及课程主持人的在线演示方法之间是如何错综复杂地联系在一起，并最终影响远程教育环境中在线教学的在线使用意向和实际使用情况。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Human Behavior and Emerging Technologies Social Sciences-Social Sciences (all)

CiteScore

17.20

自引率

8.70%

发文量

期刊介绍： Human Behavior and Emerging Technologies is an interdisciplinary journal dedicated to publishing high-impact research that enhances understanding of the complex interactions between diverse human behavior and emerging digital technologies.