Faculty Adoption and Utilization of Web-Assisted Instruction (WAI) in Higher Education : Structural Equation Modeling (SEM)

다국어 초록 (Multilingual Abstract)

For a number of years, we have heard that computers, or information technologies, are going to change higher education ? the way we teach and the way our students will learn. But most of us have seen little evidence to support the claim. In fact, faculty utilization of innovative technologies has remained low (Surry and Land, 2000). In the 1997 National Survey of Information Technology in Higher Education in the United States, Green (1997, in Houseman, 1997) reports that only 12.2% of the institutions surveyed recognize information technology in the career path of faculty. Thus, to accomplish the optimal use of information technology (Web- Assisted Instruction (WAI) in this study), an analysis of the factors affecting the WAI use should be conducted.
A number of studies have been performed to identify factors affecting the likelihood of adoption of instructional technology in educational setting. Most of the studies have been based their theoretical foundation on Roger’s adoption/ diffusion model. However, they have mostly reported the influencing factors based on the regression-based approach, not focusing on the interactional relationship among the factors.
Recently, there have been a few models developed and empirically studied to find out the interactional effects of variable on innovation usage. Among those models, the three models (Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB), and Technology Acceptance Model (TAM)) seem to be of importance and related to the present study.
Based on the results of these models and other studies, this study developed and tested a study model, which included seven adoption predictors in terms of three perspectives and a criterion variable as the followings; (1) personal characteristics (Computer Experience & Selfefficacy); (2) perceived attributes of innovation (Complexity & Relative Advantage); and (3) perception of influence and support from the environment (Subjective Norm, Supports, & Time); lastly, (4) the criterion variable, level of WAI use (LoWU).
With those identified variables the present study will be performed to build a model that will predict the level of adoption and utilization with regard to instructional technology use by university faculty members. To accomplish the purpose, the Structural Equation Modeling (SEM) including Confirmatory Factor Analysis was employed to test the hypothesized study model for the determination of faculty members’ WAI use.
The result showed that a study model as described produced measurement and structural models with adequate model fits. In addition, five factors, computer experience, subjective norm, self-efficacy, relative advantage, and complexity, were identified in the analysis as the important predictors of LoWU. Interestingly, while relative advantage and subjective norm were significant in direct effect on LoWU, computer experience, self-efficacy, and complexity showed only indirect effects significant towards LoWU. Supports and Time showed no significant effect. However, ironically qualitative data revealed that most faculty members perceived lack of support and time as barriers for their successful participation in using WAI technology in their instruction.
The research provides a base to build on for other studies, specifically targeting
acceptance models of web-related instructional technology use. The research can also add to the expanding base of research investigating technology adoption models outside higher education.

목차 (Table of Contents)

• TABLE OF CONTENTS = ⅲ
• LIST OF TABLES = vi
• LIST OF FIGURES = vii
• ABSTRACT = viii
• CHAPTER I INTRODUCTION = 1
• Context of Problem = 1
• Purpose of the Study = 6
• Research Questions = 6
• Significance of the Study = 6
• Assumptions of the Study = 7
• Limitations of the Study = 7
• CHAPTER II REVIEW OF RELATED LITERATURE = 8
• Diffusion of Innovation = 9
• Factors Affecting Adoption and Utilization of Innovation = 10
• Innovation Diffusion Models = 15
• Theory of Reasoned Action = 15
• Theory of Planned Behavior = 16
• Technology Adoption Model = 17
• Components of the Study Model Constructs = 18
• Personal Characteristics = 18
• Computer Experience = 18
• Self-efficacy = 19
• Perceived attributes of Innovation = 21
• Relative Advantage = 21
• Complexity = 23
• Perception of influence and support from the environment = 23
• Subjective Norm = 23
• Supports = 24
• Time = 25
• Level of Use = 25
• Web-Assisted Instruction (WAI) as Instructional Technology = 28
• Blackboard = 29
• Summary = 30
• CHAPTER III METHOD = 32
• Study variables and Hypotheses = 32
• Self-efficacy = 33
• Relative Advantage = 34
• Complexity = 35
• Computer Experience = 35
• Subjective Norm = 38
• Supports = 38
• Time = 39
• Participants = 41
• Instrument Contents and Development = 41
• Computer Experience(Coex) = 42
• Self-Efficacy(Self) = 42
• RRelative advantage (Read) & Complexity (Comp) = 43
• Subjective Norm (Subno) = 43
• Supports (Supp) and Time (Time) = 44
• Level of WAI Use(LoWU) = 44
• Procedure = 45
• Analysis of the data = 45
• CHAPTER IV RESULTS = 47
• Demographics of Participants = 47
• Research Questions = 49
• Criteria of SEM Analysis = 49
• Criteria for Model Specification = 50
• Criteria for Model Identification = 50
• Criteria for Model Fit to the Data = 50
• Global Fit Indices = 51
• Detailed Fit Assessment = 51
• Criteria for Model Revisions = 52
• Results of SEM Analysis = 52
• Confirmatory Factor Analysis Results = 52
• Measurement Model Specification = 53
• Measurement Model Identification = 53
• Measurement Model Fit to the Data = 53
• Measurement Model Revision = 56
• SEM Results for the Initial Structural Model = 56
• Initial Model Specification = 56
• Initial Model Fit to the Data = 57
• Initial Model Revision = 57
• SEM Results for the Revised Structural Model = 58
• Revised Model Fit to the Data = 58
• Qualitative Data = 63
• Internal Sources = 64
• External Sources = 65
• CHAPTER V DISCUSSION AND RECOMMENDATIONS = 67
• Overview = 67
• Summary of Results = 67
• Discussion of Results = 69
• Model Fit = 69
• Direct and Indirect Effect of Each Variable = 70
• Recommendations and Conclusion = 72
• Recommendations for Increasing WAI Use = 72
• Recommendations for Improvement of Current Study and Future Study = 73
• APPENDICIES = 75
• APPENDIX A. QUESTIONNAIRE = 76
• APPENDIX B. HUMAN SUBJECTS APPROVAL LETTER = 85
• APPENDIX C. E-MAIL = 87
• APPENDIX D. MEANS, STANDARD DEVIATIONS, AND CORRELATIONS = 89
• APPENDIX E. PATH DIAGRAM WITH LL LATENT VARIABLES = 92
• REFERENCES = 94
• BIOGRAPHICAL SKETCH = 103