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

, , University of Southern Mississippi, United States ; , Belhaven College, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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.

Citation

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 E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2044-2049). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

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