A Longitudinal Study of the Barriers to Higher Education Faculty Use of Instructional Technology

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McNeese, M.N., Weems, L. & Kimmel, S. (2004). A Longitudinal Study of the Barriers to Higher Education Faculty Use of Instructional Technology. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 2044-2049). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11622.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004
Washington, DC, USA
2004
ISBN 1-880094-54-1
  Janice Nall & Robby Robson
AACE

More Information on ELEARN
Table of Contents

Authors

Mary Nell McNeese, Lela Weems, University of Southern Mississippi, United States; Sara Kimmel, Belhaven College, United States

Abstract

Fifteen survey items were administered to higher education faculty in 2001 and 2003 to assess what barriers they perceived to the implementation of instructional technology. Only one of the 15 barriers was significantly reduced in this longitudinal study. The researchers attribute this change to the University's focus on improving technical support. The other 14 items were not considered major barriers in 2001 so had not changed considerably.

Keywords

• Change
• Educational Technology

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