Faculty Perceptions of Web-Based Resources in Higher Education

Abstract

Recent increases in the use of Web-based resources by faculty in higher education appear to be reaching a plateau. To better understand how to encourage the use of Web resources a survey was designed to examine faculty perceptions about the navigability and content of a specific Web-based resource and their attitudes about the instructional use of Web-based resources in general. Results of the survey indicated that faculty with more years of experience and those teaching at research and doctoral institutions expressed the most favorable attitudes toward the provided Web resource. In addition, gender differences were found pertaining to the factors most likely to influence the use of Web resources. These findings are discussed in terms of their implications for increasing the use of Web-based resources in higher education.

Faculty Attitudes toward Web-Based Instruction May Not Be Enough: Limited Use and Obstacles to Implementation

“…Several recent reports on perceptions of faculty toward Web-based technology in higher education have appeared (e.g., [13,14]). The findings seem to indicate that gender plays a critical role in studies on faculty attitudes toward online teaching (see [15]).…”

The determinant of faculty attitude to academic (over-) work load: An econometric analysis

“…In an earlier comprehensive study, Crooks, Yang and Duemer (2003) have examined the effects of various demographic factors on academics' perceptions of specific resources and their attitudes to the web-based instructional resources in the United States. Based on Multivariate Analysis of Variance (MANOVA), the study found that experienced academics displayed favourable attitudes toward the web resources.…”

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

“…Most of the literature looking at the implementation ofWBIT focuses on faculty technology usage, faculty attitudes and concerns regarding the use of technology, and faculty perceptions toward the incorporation of technology into instruction (Aust, Newberry, O'Brien, & Thomas, 2005;Crooks, Yang, & Duemer, 2002;Inman & Mayes, 1998;Vodanovich & Piotrowski, 2005). Conversely, empirical research that examines institutional support concerning technology implementation in higher education has received significantly less attention.…”