Pros and Cons of E-Learning for Faculties: acase from Tunisia PROCEEDINGS
Michel Plaisent, University of Quebec in Montreal, Canada ; Najeh Chaker, Faculté des Sciences Juridiques, Economiques et de Gestion de Jendouba, Tunisia ; Prosper Bernard, University of Quebec in Montreal, Canada ; Pascal Pecquet, Université de Montpellier, France ; Hassiuna Fedhila, Faculté des Sciences Juridiques, Economiques et de Gestion de Jendouba, Tunisia
World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Vancouver, Canada Publisher: AACE, Chesapeake, VA
Universities are increasingly investing in e-learning, thus raising the question of gaining teachers' acceptance. Some will invest deeply themselves in new technology while other will strongly resist. Some advocates that adequate support from university and proper funding is the key answer to faculty involvement while other suggests that only intrinsic reward such as improving teaching can motivate faculty to transform their teaching. For a better understanding of this phenomenon, the teaching staff of a Tunisian management faculty was provided with new teaching tools. The results reveal that the importance of intrinsic factors would be the most pertinent, followed by institutional factors, still far more important than extrinsic rewards. There are four different dimensions underlying to respondents' perceptions: inhibitory or demotivating factors, incitative factors, specific help, and generated opportunities. Our findings suggest that this initiative should be matched with appropriate human resources management measures.
Plaisent, M., Chaker, N., Bernard, P., Pecquet, P. & Fedhila, H. (2007). Pros and Cons of E-Learning for Faculties: acase from Tunisia. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2439-2444). Chesapeake, VA: AACE. Retrieved March 10, 2014 from http://www.editlib.org/p/25714.
© 2007 AACE