As higher education institutions in the United States face challenging trends such as declining enrollments and competition among a growing number of online degree programs, there is a renewed focus on strategically investing in technology infrastructure, online program development, and alternative degree plans to attract new student markets and enhance revenue generation. To this end, understanding factors that influence faculty members' acceptance and adoption of technology are key to successful implementation and continued operationalization of these initiatives. Of the body of research involving technology acceptance and adoption in the past few decades, two constructs – perceived usefulness and perceived ease-of-use – have proven to be heavily influential of decisions involving technology uptake by users. However, a considerable number of these studies were conducted in voluntary settings – meaning, users have a choice to use a tool or not. Given that most institutions of higher education do not clearly fall under voluntary or mandatory settings by definition, results of these studies lack ecological validity. Recent research indicates that some users in predominantly mandatory settings view imposed technologies as a stressor that they must cope with. Therefore, coping may be a more appropriate lens to explore technology uptake among faculty members, where even when mandatoriness is not explicit, other factors such as pressure from peers, administrators, or students may compel faculty members to use certain enterprise-wide solutions. Building on the work of coping theory and theories of planned behavior, the current study explores potential influencing factors on faculty members' perceived ratings of their institution's learning management system as a means to determine whether different dimensions of coping, along with external pressure such as subjective norm from students or administrators (representing implicit mandatoriness) influence their perceptions. (open full item for complete abstract)

The purpose of this study was to examine faculty use of learner analytics technology in higher education from an instructional design perspective. This study identified the source of resistance to the use of such technology by faculty in higher education and deployed an instructional design training program increasing use by that population. There were three major steps in this study. First, the researcher needed to identify if barriers to adoption exist. To do so, the researcher created and distributed the SSC Faculty Mentor Survey to faculty who work as mentors and advisors to undergraduate students. The researcher utilized Qualtrics to create and deliver the survey electronically to faculty via their institutional email. The researcher then reviewed and analyzed the data to identify barriers to adoption and develop an instructional design training program to remove barriers and increase adoption. The second step in the study was to deliver training to faculty. During this step, the researcher relied upon the Theory of Andragogy and the Technology Acceptance Model to develop the training materials and delivery method. Upon completion of the training program, the researcher distributed the Training Evaluation to participants, which gathered data predicting their behavioral response to training and measuring intention to use learner analytics technology. In the final stage of the study, the researcher created and distributed the SSC Follow Up survey, via Qualtrics, to faculty who completed training. Data gathered through the survey measured actual use of the technology as a result of receiving training. Data gathered throughout each phase of the research study indicated a positive correlation between faculty participation in training and an increase in adoption rates.

This study aimed to investigate predictive factors that influence faculty members at Al-Qunfudah University College to adopt integrating technology into the teaching process by applying the initial four UTAUT factors: performance expectancy, effort expectancy, social influence and facilitating conditions to predict the behavioral intention of the faculty to integrate technology in teaching. Barriers that faculty encounter and potential incentives that faculty would receive were highlighted since the college did not have a clear vision toward adopting technology tools yet. A hard-copy survey was distributed among all staff members. Only 142 surveys were collected out of the 185 representing the total size of the faculty. In addition to the survey, ten faculty members were interviewed by the researcher inside the college campus. Multiple regression was used to highlight the influence of these factors on the outcome variable. Pearson correlation coefficient was applied to detect whether or not the initial UTAUT variables are correlated with each other. An independent-samples t-test was used to compare the mean scores of faculty's behavioral intentions regarding their gender. One-way ANOVA was directed to identify the differences among three divided groups of faculty's ages on the behavioral intention. As well, it was employed to identify the differences among the three divided groups regarding years of teaching experience on their behavioral intention. The results of the regression analysis revealed that all independent variables predicted the behavioral intention to adopt technology for education; however, performance expectancy and social influence showed as insignificant predictors after controlling for other variables. Results of the interview supported the significant results of all four predictors which represented the triangulation of the study. Also, there were no differences among faculty's behavioral intentions to adopt technology integration in the teachi (open full item for complete abstract)

The social nature of Web applications can empower education if used properly (Light 2011). These applications provide a learning environment in which students can construct their learning, collaborate with others, generate ideas, edit and distribute their material, and more. The better way to seed Web applications into the learning environment and to make them effective educational tools is to implement them in the pre-service teachers programs. This research study aimed to investigate the influence of knowledge and experience of Web applications, perceived ease-of use, perceived usefulness, perceived pedagogical support, perceived risk, and colleagues' influence on the faculty's decision to adopt Web applications in their teaching within the pre-service teacher programs. Two hundred forty-nine faculty participated in this study by filling an online questionnaire that was self-designed and was distributed to a random proportional stratified sample of the faculty who teach at the colleges of education in American universities. The findings of this research study reflect that the faculty currently teaching in these programs are knowledgeable of and have experience in using Web applications and even intend to implement them more in their teaching in the future. The findings showed that faculty knowledge and experience of Web applications and faculty perception of the usefulness of such applications were significant predictors of faculty intention to adopt Web applications in teaching. This, in turn, is a strong predictor of their actual use. Implementation of the study was provided, along with recommendations for further research.