The Impact of Faculty Attitudes Toward Technology, Distance Education, and Innovation |
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| Authors: | Lynn N Tabata and Linda K Johnsrud |
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| Institution: | (1) Department of Educational Administration, College of Education, University of Hawai‘i at Mānoa, 1776 University Avenue, Wist Hall #220, Honolulu, HI 96822, USA;(2) University of Hawai‘i at Mānoa, Office of the Vice President for Academic Planning & Policy, Bachman Hall, Room 204, 2444 Dole Street, Honolulu, HI 96822, USA |
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| Abstract: | Distance education plays an important role in broadening educational access and increasing higher educational opportunities.
The success, however, for any distance education initiative relies on a critical and core resource, namely having participating
faculty who provide quality instruction. This study uses survey design and diffusion of innovation theory to examine faculty
participation in relation to their technology use, their attitudes toward technology and distance education, and their adoption
of innovations at a public postsecondary 10-campus system. Ordinal regression analysis identified 20 significant variables
(16 predictors representing the four latent dimensions of the conceptual model and four demographic characteristics) that
explain faculty participation in distance education. The findings identify a number of core issues underlying faculty participation
and non-participation in distance education which pose implications for policy and practice relevant to technology use and
skills, training and development, course design and technical support, quality issues, and workload and compensation.
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| Keywords: | Faculty Distance education Technology use Ordinal regression Diffusion of innovation theory Institutional policy |
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