Educational Computing Concerns of Postsecondary Faculty

Adams, Nan B.

doi:10.1080/15391523.2002.10782350

Cited by 46 publications

(43 citation statements)

References 3 publications

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“…Technical factors include variables like access to technology, technical support, etc (Nantz & Lundgren, 1998;Schifter, 2000). Individual factors include the available time that university instructors can spend in learning how to use technology, their tolerance of possible failures in using technology, and their beliefs in the effectiveness of technology in enhancing teaching and learning (Adams, 2003;Anderson et al, 1998;Ebersole & Vorndam, 2003;Hannafin & Savenye, 1993). Organisational factors, such as a technology strategic plan, administrative support, professional development, and an incentive policy, could influence the adoption of technology (Anderson et al, 1998;Barone & Hagner, 2001;Green, 1998).…”

Section: Literature Review and Research Context Adoption Of Technologymentioning

confidence: 99%

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Adoption of educational technology ten years after setting strategic goals: A Canadian university case

Zhou

2007

AJET

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Through surveys, focus groups and interviews, this study examines technology adoption at a large Canadian university ten years after setting a strategic plan, explores the interplay between instructors' concepts of teaching and use of technology, and searches for the best solutions to help them use technology more effectively. Results showed that whilst 90% of respondents were using computers in teaching, there is still much to do in helping them to increase the effectiveness of their use of technology. While the university reward system needs to offer better recognition of the scholarship of using computers, rationales for technology adoption and successful cases demonstrating the effectiveness of technology integration are essential to encourage and improve the use of computers. Professional development needs to move beyond technical workshops to include pedagogy oriented mentorship amongst practitioners.

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Section: Literature Review and Research Context Adoption Of Technologymentioning

confidence: 99%

“…Studies have indicated that there exist numerous barriers against university instructors adopting educational technology (Adams, 2003;Cuban, 2001;Ebersole & Vorndam, 2003;Groves & Zemel, 2000;Jacobsen, 1998;Reeves, 2003), and more studies are necessary to help develop solutions.…”

Section: Introductionmentioning

confidence: 99%

Adoption of educational technology ten years after setting strategic goals: A Canadian university case

Zhou

2007

AJET

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“…Few studies have addressed pertinent issues, such as the students' perceptions of the use of mobile LMS (Cavus, 2011), different usage behaviors between mobile and traditional LMS users (Modritshcer, Neumann, & Brauer, 2012), and the design and development of mobile LMS including assessment tools (Riad & El-Ghareeb, 2008) and context-aware mobile technologies (i.e., sensors and cameras) for detecting the context of the users' situation and providing the appropriate university services and information (Lehsten, Zender, Lucke, & Tavangarian, 2010 A well-known framework for innovation studies is the diffusion of innovations (Rogers, 1995) model, which provides a paradigm for understanding the adoption of innovations and acceptance or resistance to change (Dooley, 1999;Rogers, 2000;Adams, 2002;Bennett & Bennett, 2003;Petherbridge, 2007 with the existing PC and Web-based LMS affects its adoption. Complexity is the extent to which the innovation is easy to comprehend and use; mobile LMS should afford ease of use.…”

Section: Mobile Lms In Higher Educationmentioning

confidence: 99%

Adoption of the mobile campus in a cyber university

Han

2014

IRRODL

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The advantages of mobile technologies have not been lost on higher education institutions, and they have tried to provide educational services through the use of mobile learning management system (LMS). However, offering such services does not necessarily mean that the students will adopt the new technology. Thus, the purpose of this study was to examine what factors facilitate and hinder the students' adoption of the mobile campus. The study was based on the diffusion of innovation model and compared the perceptions of mobile LMS users and nonusers. Eighty-five students in a cyber university responded to the survey, and the results revealed that even though nonusers perceived the advantages of using mobile LMS, they did not adopt the system because of its complexity and resistance. A discussion and the implications for further development of mobile LMS followed. Keywords: Mobile LMS; diffusion of innovation; cyber university Adoption of the Mobile Campus in a Cyber UniversityHan and Han Vol 15 | No 6Creative Commons Attribution 4. Second, what are the differences between the traditional learning management system and the mobile campus?Adoption of the Mobile Campus in a Cyber University Han and HanVol 15 Mobile LMS in Higher EducationA traditional LMS is usually a Web-based platform that enables the planning and delivery of learning events for both virtual and instructor-driven face-to-face classes (Greenberg, 2002). Through the LMS, students are able to access their course materials, with the existing PC and Web-based LMS affects its adoption. Complexity is the extent to which the innovation is easy to comprehend and use; mobile LMS should afford ease of use. Trialability is the degree to which a potential user can experiment with the innovation without having to commit to use it. Thus, the greater the opportunity for students to try out mobile LMS, the easier it is for them to evaluate its effectiveness and ultimately adopt it. Finally, Observability is the extent to which a potential adopter can see the usefulness of the innovation in his/her situation. For example, if students in higher education institutions can easily observe other students' use of mobile LMS and realize its educational benefits, they would be more willing to adopt it.The perception of the attributes of innovation might differ between those who have already adopted mobile LMS and those who have not. Hence, in this study, the perceptions of users and nonusers will be compared to determine which attributes foster or hinder the adoption of mobile LMS. Also, by analyzing the limitations of current mobile LMS from the perspective of users' perceptions, the implications for the future development of mobile LMS can be discussed. Methods ParticipantsThe participants, recruited from A Cyber University located in Seoul, South Korea, were undergraduates majoring in Educational Technology, Social Welfare, Counseling Psychology, Child Studies and Education, and Hospitality and Tourism Management.The students were invited to voluntarily take pa...

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“…The CBAM has been extensively used in educational settings, especially in terms of evaluating the effectiveness of staff development activities throughout the corresponding use of technology in teaching practices (i.e., effectiveness of transfer of training). Even though, empirical research has not yet confirmed the hypothesized simplex structure of Hall's Stages of Concern Questionnaire (Cheung et aI., 2001), this instrument has proved to be a useful way to measure concerns of people facing implementation of innovations (e.g., Adams, 2003;Dobbs, 2004;Kember & Mezger, 1990). …”

Section: Chapter Summarymentioning

confidence: 99%

“…Cheung et al (2001) In summary, the concerns theory is a useful framework for the analysis of concerns of faculty in regard to the implementation of technology. The Concerns-Based Adoption Model (CBAM) proposed by Hall and Hord (1987) has been extensively used in educational settings, especially in terms of evaluating the effectiveness of staff· development activities throughout the corresponding use of technology in teaching practices (i.e., effectiveness of transfer of training) (Adams, 2003;Dobbs, 2004;Kember & Mezger, 1990;Snider, 2003). Despite the extended use ofCBAM, most of the studies have only incorporated one dimension ofthe model by assessing teachers' concerns using the Stages of Concern Questionnaire (SoCQ) in isolation.…”

Section: Assessing Levels Of Implementationmentioning

confidence: 99%

Concerns and perceptions of faculty using Web-based instructional technology.

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Educational Computing Concerns of Postsecondary Faculty

Cited by 46 publications

References 3 publications

Adoption of educational technology ten years after setting strategic goals: A Canadian university case

Adoption of educational technology ten years after setting strategic goals: A Canadian university case

Adoption of the mobile campus in a cyber university

Concerns and perceptions of faculty using Web-based instructional technology.

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