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Factors Influencing on Faculty Members’ Adoption of WBI as an Instructional Technology

Factors Influencing on Faculty Members’ Adoption of WBI as an Instructional Technology in Higher Education. March 22, 2002 Byungho Park. Why for IT? (Surry & Farquhar, 1997). Most instructional technologists do not understand why their products are, or are not, adopted.

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Factors Influencing on Faculty Members’ Adoption of WBI as an Instructional Technology

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  1. Factors Influencing on Faculty Members’ Adoption of WBI as an Instructional Technology in Higher Education March 22, 2002 Byungho Park

  2. Why for IT? (Surry & Farquhar, 1997) • Most instructional technologists do not understand why their products are, or are not, adopted. • Instructional technology is inherently an innovation-based discipline. • The study of diffusion theory could lead to the development of a systematic, prescriptive model of adoption and diffusion IT products.

  3. Why for My Study? • To identify the current levels of WBI use (LoWU) among FSU faculty members. • To determine if the identified predictor variables would be significant for predicting the criterion variable, LoWU. • To explore the relationships between the identified variables.

  4. Research Questions -- What variables are important in faculty members' adoption and utilization of WBI in higher education setting? -- What are the relationships between the identified variables in influencing the adoption and utilization of WBI?

  5. WBI Use Relative advantage Complexity Tenure Subjective Norms Time Past Experiences Supports Self-efficacy Innovation Variables Diffusion Adoption Variables

  6. Definitions of Variables Personal Characteristics • Experiences • Self-Efficacy • Subjective Norms • Tenure Personal experiences with computer and Internet The personal belief about one's own ability to use WBI as an instructional technology Person’s perceptions that important others (administrators, colleagues, and students) think s/he should or should not perform the behavior in question and their willingness to comply. A person is tenured or not tenured yet.

  7. Innovation Attributes Definitions of Variables • Relative Advantages • Complexity The degree to which the WBI as an instructionaltechnology is perceived as better than the idea it supersedes The degree to which the WBI as an instructional technology is perceived as difficult to understand and use Environmental Conditions • Supports • Time The supports includes equipment, training, and other resources to use WBI as an instructional technology Perceived available time needed to learn. design and develop WBI as an instructional technology

  8. Experience is positively related to the degree of WBI use. • Perceived advantage in the use of WBI will mediate the effect of experience on the degree of WBI use. • Perceived complexity in the use of WBI will mediate the effect of experience on the degree of WBI use. • Self-efficacy in the use of WBI will mediate the effect of experience on the degree of WBI use. • The relative advantage of the WBI, as perceived by each faculty member, is positively related to the degree of its use. • The complexity of WBI, as perceived by the faculty members, is negatively related to the degree of its use. • Computer self-efficacy is positively related to the degree of e-mail use. • Perceived relative advantage in the use of WBI will mediate the effect of self-efficacy on the degree of WBI use. • Perceived complexity in the use of WBI will mediate the effect of self-efficacy on the degree of WBI use. • Subjective Norm is positively related to the degree of WBI use. • Tenure is positively related to the degree of WBI use. • Perceived complexity in the use of WBI will mediate the effect of supports on the degree of WBI use. • Perceived complexity in the use of WBI will mediate the effect of time on the degree of WBI use. Hypotheses

  9. Proposed Causal Model

  10. How to Proceed? Subject Target population for this study will be the full-time faculty members at Florida State University. The sample will be selected by ‘Stratified Random Sampling’ from the population. Procedure • Determining the sampling frame, • Determining the sample size and sample selection procedures, • Designing the survey instrument, • Pretesting the survey instrument, • Precontacting the sample, • Implementing the survey, • Following up with nonrespondents, and • Analyzing the data.

  11. Any Question? Thank You !

  12. References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Ely, D. P. (1999). Conditions that facilitate the implementation of educational technology innovations. Educational Technology,32(6). 23-27. Hall, G. E. & Hord, S. M. (1987). Change in Schools: Facilitating the process. Albany, NY: State University of New York Press. Olivier, T. & Shapiro, F. (1993). Self-efficacy and Computers. Journal of Computer-Based Instruction, 20(3), 81-85. Rogers, E. M. (1995). Diffusion of innovations. (4th ed.). New York: The Free Press. Stockdill, S. H., & Morehouse, D. L. (1992). Critical factors in the successful adoption of technology: A checklist based on TDC Findings. Educational Technology, 1, 57-58 Surry, D.W. & Farquhar, J. D. (1996). Incorporating social factors into instructional design theory. In M. Bailey, & M. Jones, (Eds.) Work, Education, and Technology. DeKalb, IL: LEPS Press.

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