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Blessing Adeoye


The digital age is reshaping learning and instruction and encouraging educational technology advances within higher education institutions. However, online faculty are not integrating technology into their classes despite the technology related professional development they receive. The purpose of this quantitative study was to determine if a relationship exists between online teaching self-efficacy and Information and Communications Technology (ICT) and computer attitudes and faculty participation in technology professional development activities, gender, and age within the context of institutions of higher education. Alfred Bandura’s social learning theory and Roger’s diffusion of innovations theory framed the study. Using Qualtrics, survey data were collected from 42 faculty who had taught, co-taught, or developed an online course. The data were then analyzed using multiple linear regression via SPSS for two research questions. The findings showed no statistically significant relationship between technology professional development, online teaching self-efficacy, and ICT and computer attitudes. These non-significant findings indicate that factors other than those investigated in this study appear to have impeded faculty integration of technology in their classrooms. A qualitative investigation is recommended for further study to reveal these factors. Since this study indicates that neither gender nor age affects faculty online teaching self-efficacy, the implications for positive social change are that all faculty, regardless of their gender or age, can integrate technology in the classroom, thereby impacting student success.