Community college business faculty and deans' self perceptions of instructional technology: Utilization, motivators, and barriers.

摘要

This study of community college full-time and part-time business faculty and business deans provides insights about faculty perceptions of instructional technology regarding utilization, motivators, and barriers. Five research questions were explored in this study: the first concerned faculty self perceptions related to instructional technology; the second concerned their self perceptions of utilization of instructional technologies; the third their self perceptions of motivators and barriers related to the utilization of instructional technology; the fourth examined different demographic groupings; and the fifth concerned business deans' self perceptions related to instructional technology. The conclusions indicated that a higher percentage of full-time community college business faculty perceive themselves willing to use instructional technology. Community college business faculty have similar perceptions regarding motivators, but full-time faculty are more aware of the systemic limitations of implementing instructional technology. Demographic characteristics made no difference in the perceived reported use of instructional technology. A higher percentage of business deans perceived themselves willing to use instructional technology than community college business faculty. The primary implications and recommendations focused on the need for increasing the availability, reliability, training, support, financial incentives and ease of use of instructional technology. Recommendations for future research included variation of the study focused on different disciplines; variation of the study focused on status; replication of the current study; confirmation of demographic factors; additional exploration of motivators and barriers; addition of a qualitative component; exploration of perceptions of students and employers regarding instructional technology; deans' challenges in implementing instructional technology; and differences between community college and university faculty.