School of Arts and Humanities

Document Type


Publication Date

Winter 2012


Exponential growth at online institutions necessitates inquiry into interactions between faculty and students meant to foster academic success. Faculty at a Hispanic Serving Institution were surveyed investigating the use of personal technologies and course management tools in online, blended, and web-enhanced environments, and implications for engagement in the classroom. Results indicate that faculty has limited adoption of technology in their personal life. In addition, the challenge to meet the increasing demands of integrating lessons with technology while still maintaining traditional academic goals is discussed. Further, technologies adopted by faculty for instruction reflect traditional teacher-directed practice. Teacher attitudes toward online learning predict usage of course management tools. Enabling student engagement, thus resulting in positive student outcomes, requires that we address the disconnect between faculty personal use and class use of technology. Exploration into how the E-Learning shift can be conceptualized as a flexible, self-organized, and collaborative process as well as limitations and suggestions for future study are discussed.


Published in vol. 4, no. 1 of the Journal of Technology Integration in the Classroom.



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