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Permanent link (DOI): https://doi.org/10.7939/R3M90230Q

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Faculty adoption of teaching and learning technologies: Contrasting earlier adopters and mainstream faculty Open Access

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Author or creator
Anderson, Terry
Varnhagen, Stanley
Campbell, Katy
Additional contributors
Subject/Keyword
teaching technogy
mainstream faculty
early adopters
learning technology
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
The adoption of teaching and learning technologies is an innovation that challenges the structure, culture and practice of modern research universities. This paper documents quantitatively and qualitatively the attitudes, skills and behavior of the faculty related to the use of instructional technology at a large Canadian research university. The data was gathered from a survey (n = 557) of teaching faculty. The data is analyzed with respect to Roger's (1995) categories of adoption of innovation differentiating \"Earlier Adopters\" (EAs) from \"Mainstream Faculty\" (MF). The paper discusses four factors that have tended to create a \"chasm\" between these two groups and discusses strategies for reducing the chasm and providing support and incentive for all faculty in the adoption of instructional technologies.
Date created
1998
DOI
doi:10.7939/R3M90230Q
License information
Rights
© 1998 Terry Anderson. This is an open-access article distributed under the terms of the Creative Commons Attribution – Non Commercial 2.5 Canada License (http://creativecommons.org/licenses/by-nc/2.5/ca/), which permits you to copy, distribute, display, perform, and make derivatives of the work, provided the original author and source are credited, and the work is not used for commercial purposes.
Citation for previous publication
Anderson, T., Varnhagen, S., & Campbell, K. 1998. Faculty adoption of teaching and learning technologies: Contrasting earlier adopters and mainstream faculty. Canadian Journal of Higher Education, 28(2,3), 71-98.
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