Navigating Educational Technology Integration for Online Learning at a Technical College in the Midwest: Embracing Opportunities and Balancing Challenges

Abstract

The purpose of this study was to investigate the main challenges and barriers Chippewa Valley Technical College (CVTC) faculty face in integrating educational technology into online asynchronous learning environments. The study takes a quantitative and qualitative approach, surveying full-time CVTC faculty about their experiences in teaching asynchronous online courses. The survey focuses on educators' experiences with educational technology, obstacles encountered, and support obtained through professional development opportunities and institutional backing. Data analysis involves the calculation of frequency, percentage, and descriptive statistics to address the research questions. The study revealed facilitating factors for effective integration of educational technology at CVTC involve faculty members' high comfort levels with Learning Management Systems, particularly Canvas. Qualitative insights highlight the positive impact of technology on teaching, including increased online interactivity, streamlined course design, support for diverse learning styles, and the efficiency and automation brought by educational technology. The study also revealed that educators at CVTC encounter several obstacles, such as inadequate technical support and insufficient pedagogical knowledge needed to integrate technology effectively. The study's findings indicate that CVTC should prioritize professional development opportunities to address the challenges faced by faculty members in integrating technology into their online asynchronous courses. The college should also provide adequate time and technical support to address the issues faced by educators.