Factors Influencing on Faculty Members Adoption of WBI

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Factors Influencing on Faculty Members Adoption
of WBI as an Instructional Technology in Higher
Education

March 22, 2002 Byungho Park
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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.

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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.

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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?
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Innovation
Variables
Diffusion
Adoption
Variables
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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
Persons 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.
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Innovation Attributes
Definitions of Variables

• Relative Advantages
• Complexity

The degree to which the WBI as an instructional
technology 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
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• 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
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Proposed Causal Model
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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.

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Any Question?
Thank You !
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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.