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Description

Instructional technologies can be effective tools to foster student engagement, but university faculty may be reluctant to integrate innovative and evidencebased modern learning technologies into instruction. It is important to identify the factors that influence faculty adoption of instructional technologies in the teaching and learning process. Based on Rogers’ diffusion of innovation theory, this quantitative, nonexperimental, one-shot survey determined what attributes of innovation (relative advantage, compatibility, complexity, trialability, and observability) predict the probability of faculty adopting the audience response system (ARS) into instruction. The sample for the study consisted of 201 faculty who have current teaching appointments at a university in the southeastern United States. Binary logistic regression analysis was used to determine the attributes of innovation that predict the probability of faculty adopting the ARS into instruction. The data indicated that the attributes of compatibility and trialability significantly predicted

Publication Date

2016

City

National Harbor, MD

Keywords

Research Symposium

Disciplines

Education | Higher Education

Predicting the Probability for Adopting an Audience Response System in Higher Education

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