Evaluation of teacher training satisfaction: A critical factor for technology integration in higher education

Sofia Batista, Neuza Pedro, Nikoletta Agonacs, Magda Fonte, Nuno Oliveira, João Filipe Matos

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

2 Citations (Scopus)

Abstract

In the present paper, we systematize the findings of a study related to the stafftraining and professional development in higher education. The integration of Information and Communication Technologies (ICT) in the pedagogical practice of higher education institutions has been a worldwide movement, as a reactive process to meet the needs of today's societies characterised by constantly growing levels of socio-economic competitiveness. Faced with this reality, universities have invested in the development of programs to expand professors' ICT skills as this is proved to be related to the modernization of graduate and postgraduate programs, to the adoption of more innovation teaching methodologies, and consequently to the improvement of students' training. With the purpose of encouraging the adoption of digital technologies and the use of online environments for teaching purposes, the E-Learning Lab of the University of Lisbon has been providing workshops since its constitution, in 2010. The core areas of the workshops are: (i) the use of learning management systems as a support of students' learning; (ii) the pedagogical models for e-learning, and (iii) the use of multimedia tools for developing digital educational resources. This study focuses on the data collected through an online questionnaire addressed to the total of the professors enrolled in these workshops. It aims to identify the factors that contribute to a high level of satisfaction with these staffprofessional development' initiatives. A quantitative methodological approach was adopted. Data was collected between 2014 and 2017 from the 19 workshops developed with approximately 170 participants and with a total number of 103 respondents. The results outlined the relevancy of factors associated with the relevancy of the workshops to professors teaching practices, the value attributed to the supporting materials, the balance between the technical and the pedagogical skills addressed in the workshop, the work dynamics, and the knowledge and competence of the training staff.

Original languageEnglish
Title of host publicationProceedings of the 16th European Conference on e-Learning, ECEL 2017
EditorsPaula Peres, Anabela Mesquita, Anabela Mesquita
PublisherAcademic Conferences Limited
Pages580-584
Number of pages5
ISBN (Electronic)9781911218593
Publication statusPublished - 2017
Externally publishedYes
Event16th European Conference on e-Learning, ECEL 2017 - Porto, Portugal
Duration: 26 Oct 201727 Oct 2017

Publication series

NameProceedings of the European Conference on e-Learning, ECEL
Volume2010-October
ISSN (Print)2048-8637
ISSN (Electronic)2048-8645

Conference

Conference16th European Conference on e-Learning, ECEL 2017
Country/TerritoryPortugal
CityPorto
Period26/10/1727/10/17

Bibliographical note

Publisher Copyright:
© The Authors, 2017.

Keywords

  • Critical success factor
  • Faculty satisfaction
  • Higher education
  • Online teaching

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