Internet Learning Volume 3, Number 1, Spring 2014 | Page 106

Internet Learning
these courses were distinguished as internally
quality assured. As part of the transition
when training to teach online became
mandatory, prior successful completion of
the peer review was sufficient evidence of
online course development proficiency to
exempt a faculty member from taking the
required training to teach online, which
rendered the faculty member ineligible for
the incentive. Faculty members who volunteered
to peer review courses also received
a small stipend (i.e., $250 for every three
courses reviewed).
At the close of the fourth and final
semester of peer reviews following this
procedure, each college OC sent an email
invitation to participate in this research
study to the faculty members identified as
eligible to submit a course for peer review
but who choose not to participate. These
individuals received an electronic copy of
the Informed Consent form and a link to
the online survey. They were instructed to
return the signed Informed Consent form
to the staff member in the institution’s research
office prior to completing the online
survey. Research participation was closed
for all faculty members at the beginning of
the Fall 2013 semester.
Results
The means and standard deviations for
each behavioral belief and outcome
evaluation rated by faculty members
during the introduction of the internal peer
review process are listed in Table 1 by the
peer review participation status. Each belief
was multiplied by its outcome evaluation,
and all products were summed to compute
the indirect measure of attitude.
The means and standard deviations
for each normative belief and motivation to
comply rated by faculty members during
the introduction of the internal peer review
process are listed in Table 2 by the peer review
participation status. Each belief was
multiplied by its motivation to comply, and
all products were summed to compute the
indirect measure of subjective norms.
The means and standard deviations
for each control belief and power of the control
factor rated by faculty members during
the introduction of the internal peer review
process are listed in Table 1 by the peer review
participation status. Each belief was
multiplied by its power of control factor,
and all products were summed to compute
the indirect measure of perceived behavioral
control.
The means and standard deviations
for the direct and indirect measures of attitudes,
norms, perceived behavioral control,
and intention are presented in Table 4.
Group means by the peer review completion
status are also presented. All participants
who submitted a course to the peer
review successfully completed the process
by the end of the 15-month data collection
period.
The correlation coefficients among
direct and composite indirect measures of
attitudes, norms, control, intentions, and
behavior are presented in Table 5. When
examining the relationship between the direct
assessments of attitudes, norms, and
control with the indirect assessments of
these constructs, respectively, only the two
measures of attitude were highly correlated
for this small sample. The direct measure
of attitudes was positively correlated with
the composite indirect measure of attitudes.
The direct measure of norms was not highly
correlated with the indirect measure of
norms, and the direct measure of perceived
behavioral control was not highly correlated
with the indirect measure of control.
Additional analyses including multiple
regression that were planned could not
be computed due to the small sample size.
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