Learning Technologies: Bridging the Gap between Intention, Adoption and Routine Use

被引：0

作者：

Bourrie, David M. ^{[1
]}

Jones-Farmer, L. Allison ^{[2
]}

Sankar, Chetan S. ^{[3
]}

机构：

[1] Univ S Alabama, Sch Comp, Shelby Hall,Room 1207, Mobile, AL 36688 USA

[2] Miami Univ, Farmer Sch Business, Oxford, OH 45056 USA

[3] Auburn Univ, Harbert Coll Business, 413 Lowder Hall, Auburn, AL 36849 USA

来源：

INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION | 2016年 / 32卷 / 05期

基金：

美国国家科学基金会;

关键词：

adoption; critical success factors; faculty members; learning technologies; readiness; ENGINEERING-EDUCATION; ACCEPTANCE; INNOVATION; DISSEMINATION; READINESS; BARRIERS;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Substantial funds are invested in developing educational technologies with the goal that faculty members adopt and routinely use these technologies. This research establishes that there is a gap between the development and widespread adoption/use of these technologies. This paper investigates (1) which critical success factors (CSF) influence faculty members to adopt and routinely use technologies, and (2) whether the CSFs moderate the adoption process. Based on surveys of 335 computer science and electrical engineering faculty members, the research findings pinpoint the factors that influence the adoption and routine use of educational technologies. These results can be used by developers of educational technologies to create and establish plans to increase faculty awareness of and create positive attitudes towards the technologies.

引用

页码：2107 / 2120

页数：14

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