Technology Adoption in Higher Education: Overcoming Anxiety Through Faculty Bootcamp

Terri Johnson, Mary Ann Wisniewski, Greg Kuhlemeyer, Gerald Isaacs, Jamie Krzykowski

Abstract


The reluctance to design and teach online courses in higher education is often attributed to technology anxiety in faculty. This article documents a faculty development model that has successfully helped faculty overcome this obstacle. “Bootcamps,” faculty development programs held at Carroll University in Waukesha, WI, were specifically and intentionally designed to be consistent with the principles of andragogy and transfer of learning to assist faculty in technology adoption for teaching and learning in an online environment. The faculty development “Bootcamps” can be easily adapted for implementation at other higher education institutions.

Keywords


technology anxiety; faculty learning; andragogy; pedagogy; learning theories



DOI: http://dx.doi.org/10.24059/olj.v16i2.240



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