Abstract
This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested two main barriers to adoption: structural constraints within the University and perceived usefulness of the tools. Regression analyses indicated both these variables, along with Internet self-efficacy, were associated with use of online learning technology. These findings are more consistent with models of technology engagement that recognize facilitating or inhibiting conditions (unified theory of acceptance and use of technology; decomposed theory of planned behavior) than the classic technology acceptance model (TAM). Practical implications for higher education institutions are that while faculty training and digital literacy initiatives may have roles to play, structural factors (e.g., provision of resources and technical support) must also be addressed for optimal uptake of learning technologies.
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We gratefully acknowledge the assistance of Li Jin and Federica Oradini with some aspects of this project.
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Buchanan, T., Sainter, P. & Saunders, G. Factors affecting faculty use of learning technologies: implications for models of technology adoption. J Comput High Educ 25, 1–11 (2013). https://doi.org/10.1007/s12528-013-9066-6
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DOI: https://doi.org/10.1007/s12528-013-9066-6