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dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-en
dc.contributor.authorHawley, Douglas Dean, 1969-en_US
dc.date.issued2005eng
dc.date.submitted2005 Springen
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.en_US
dc.descriptionTitle from title screen of research.pdf file viewed on (May 24, 2006)en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2005.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.description.abstractThe purpose of this study was to update the teacher questionnaire used in a national survey of educators for use on the World Wide Web (Weiss, 1978) and investigate how the web-based course development process influenced full-time Computer Science (CS) and Information Systems (IS) instructors' classroom instructional methods. The 12 independent variables included demographics; tenure status, faculty rank, total years teaching, gender, teaching within a private or public institution, teaching within a college or university and teaching within a two year or four year institution. Additionally, independent variables included experience with web-based courses. These variables were "currently developing", "have developed", "number of developed", "time since developed first web-based course" and "willing to develop a web-based course." The study consisted of 17 dependent variables that described instructional techniques; lecture, discussion, student reports, library work, students at chalkboard, individual assignments, manipulatives, televised instruction, computer assisted instruction, tests, simulations, field trips, guest speakers, teacher demonstrations, amount of time teacher spent with entire class, amount of time teacher spent with small groups and amount of time teacher spent supervising individuals. The population in this study included all full-time CS and IS instructors, regardless of rank, at all 2 year and 4 year, public and independent, higher education degree granting institutions in Missouri. The entire population (N=413) was surveyed yielding a self-selected sample of 244 subjects, for a 59% rate of return. The findings confirmed that the Modified Teacher Questionnaire (MTQ) was a reliable instrument for collecting all instructional techniques, excluding lecture and televised instruction. Additionally, MANOVA tests, ANOVA tests, and discriminant analyses were used to determine that the following variables significantly affected instructional techniques; gender, teaching within a college or university, teaching within a two year or four year institution and currently developing a web-based course. The findings led to the formulation of several conclusions. First, this study substantiated research done by Freiberg and Driscoll (2000) indicating that when looking at CS and IS faculty members, "one to many" instructional paradigms continued to prevail at higher education institutions. Furthermore, faculty members who were male and faculty members who taught at universities were more dependent on these traditional teaching techniques than their female and collegiate faculty member counterparts. Second, even though a large percentage of faculty members had some experience developing web-based courses, few faculty members have a great deal of experience. Third, past web-based course design experience had little influence on classroom instructional methods. Only current web-based course development had any significant effect on instructional techniques. This study illustrated a "return to center" affect on instructional techniques for faculty who develop web-based courses.en_US
dc.identifier.merlin.b55434368en_US
dc.identifier.otherHawleyD-040505-D2246en_US
dc.identifier.urihttp://hdl.handle.net/10355/4167
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2005 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2005 Dissertations
dc.subject.lcshWeb-based instructionen_US
dc.subject.lcshCurriculum changeen_US
dc.titleThe influence of developing a web-based course on university professor classroom instructional techniques as measured by the MTQen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameEd. D.en_US


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