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The Adaptation Process of a First-Time Distance Education Instructor: A Single-Subject Research Study
Abstract
This study explores the adaptation process of an instructor lecturing for the first time via distance education by using the concerns-based adoption model components. This single-subject research study included an instructor who requested to lecture via distance education. The findings revealed that the instructor's informational and personal stages were higher than the other stages at the beginning, and these stages remained higher throughout the semester. The instructor was also at the preparation level before progressing to, and remaining at, the mechanical use level. Although the consequence stage was not one of the most intense concerns, the instructor became concerned with student engagement and learning outcomes throughout the semester. In addition to supporting instructors from technological and pedagogical aspects, this study recommends supporting students in adopting distance education and adjusting regulations to facilitate the instructors' self-concerns resolution and distance education adaptation accordingly.
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