Electronic Thesis and Dissertation Repository


Doctor of Education




Dr. Vicki Schwean


College faculty members face increased pressure to incorporate technology into their teaching approach. However, without the support of comprehensive professional development, it is unlikely that they will adopt effective practices that enhance student outcomes. The purpose of this study was to evaluate the impact of a behavioural coaching intervention comprised of goal setting, performance feedback, modeling, instructions, and rehearsal on faculty adoption of technology-enhanced teaching practices. A small group of college faculty members (n= 6) participated in weekly coaching sessions for the duration of one academic semester. A changing criterion design was used to evaluate the effects of the intervention. Results indicate that the intervention was successful. All participants adopted new technology-enhanced teaching practices over the course of the intervention. In addition, participants reported high levels of satisfaction with the intervention and significant changes in knowledge related to incorporating technology-enhanced teaching practices within their classroom. Limitations and suggestions for future research are discussed.