Simulating the Impact of Motivation Support Factors on Faculty Adoption of Web-Based Instruction
Hae-Deok Song, University at Albany, SUNY, United States ; Wonseok Suh, Penn State University, United States ; Sehnaz Baltaci, University at Albany, SUNY, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study attempts to build a simulation model of the impacts of motivation-support factors on faculty adoption of the Web-Based Instruction (WBI) in a higher education setting. Faculty have different concerns as they integrate new technology into their teaching. Without reducing these concerns, WBI integration will not be successful. Three main stages of faculty concern were identified according to Hall's concern-based adoption process. Based on literature review on the diffusion of online education, we have identified four main factors that motivate faculty adoption of WBI integration. These factors were incorporated into the simulation model in order to test the potential impacts of the factors in different stages of faculty concern. The current simulation model built in Stella® aids educators to evaluate the impact of the motivation factors on faculty adoption of WBI.
Song, H.D., Suh, W. & Baltaci, S. (2005). Simulating the Impact of Motivation Support Factors on Faculty Adoption of Web-Based Instruction. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3615-3620). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)