عنوان

Factors Influencing Nursing Faculty Intent to Implement Collaborative Learning in a Collectivistic Culture Using the Theory of Planned Behavior Framework

شماره

TLpq2515153294

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Factors Influencing Nursing Faculty Intent to Implement Collaborative Learning in a Collectivistic Culture Using the Theory of Planned Behavior Framework

نام عام مواد

[Thesis]

نام نخستين پديدآور

Al Alawi, Amal Mubarak

نام ناشر، پخش کننده و غيره

Kent State University

تاریخ نشرو بخش و غیره

2021

نام خاص و کميت اثر

341

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

Kent State University

امتياز متن

2021

متن يادداشت

The evidence supporting the link between collaboration and outcomes in both organizations and educational settings is based primarily in Western cultures. However, in societies where collaboration is foundational to the culture itself, such as in a collectivistic society, the relationship between collaboration within an organization or educational setting and outcomes lacks strong support. In particular, it is not known why nursing faculty in Oman, a country with collectivistic culture, do not implement collaborative learning. Thus, this study employed the theory of planned behavior to explore and explain (a) the effect attitudes, subjective norms, and perceived behavioral control have on faculty intent to implement collaborative learning; (b) the relationships among faculty behavioral beliefs and attitudes, normative beliefs and subjective norms, and control beliefs and perceived behavioral control; and (c) the difference among faculty intent to implement collaborative learning, attitudes, subjective norms, and perceived behavioral control based on faculty's past experience with implementing collaborative learning, nationality, and highest academic qualification. The participants in this study were 96 nursing faculty who taught at the College of Health Sciences in Oman. Participants completed the IICLO questionnaire developed explicitly to examine nursing faculty intent to implement collaborative learning in the Omani collectivistic culture. Hierarchical multiple regression, correlation, Mann Whitney U test, and Kruskal Wallis statistical analyses were utilized. Post hoc analysis was used to examine if past experience with collaborative learning implementation adds to the explained variance in intention. This study's empirical findings support that faculty attitudes, subjective norms, and perceived behavioral control positively influence faculty's intent to implement collaborative learning in classroom instruction with variable magnitudes. However, only subjective norms was able to statistically significantly contribute to the explanation of intention. The results demonstrated significant correlations between faculty attitudes and behavioral beliefs, between subjective norms and normative beliefs, and between perceived behavioral control and control beliefs. Intention, subjective norms, and perceived behavioral control were statistically significantly different only between faculty who implemented collaborative learning in the past and those who had not. The post-hoc analysis revealed that past implementation of collaborative learning adds to the explained variance in faculty intent to implement the strategy in the classroom.

موضوع مستند نشده

Education

موضوع مستند نشده

Higher education

موضوع مستند نشده

Medical personnel

موضوع مستند نشده

Nursing

موضوع مستند نشده

Pedagogy

موضوع مستند نشده

Sociology

مستند نام اشخاص تاييد نشده

Al Alawi, Amal Mubarak

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y