Pedagogical Factors Influencing University Instructor Use of e-Learning

Abstract

Blended courses that in clude both face -to-face and e -learning have been offered in many universities in Taiwan but very little research has been undertaken on instructor perspectives of the pedagogical factors . This paper explores the pedagogical factors that influenced instruct or use of e-learning in a national research -based university in Taiwan. An interpretive paradigm utilizing qualitative method was adopted . The paper outlines the findings from 27 e-learning instructors in in-depth interviews about instructor perceptions of pedagogical factors . The findings suggested instructors need ed to adopt different pedagogical approaches to work with new media in developing their e -learning courses so new curriculum design, new teaching methods, new ways of assessment, and new interact ion approaches were needed. All the instructors thought e -learning teaching is different from traditional teaching in three aspects: instructor‟s role change to be come more of a facilitator, knowledge and skills needed for e -learning instructional design a nd technology, and need to be well prepared before class for e -learning teaching. However, instructors may be reluctant to change. University administrators interested in solving the issue of the under -use of e -learning would be wise to recognize the chall enges instructor s face and to provide the necessary support to help overcome these barrier s if they wish to promote t he use of e -learning as a part of the blended delivery of courses.