Although web-based instruction (WBI) is growing faster than any other instructional technology, a large number of faculty members in the universities are hesitant or reluctant to adopt. Using a qualitative approach, this study investigates factors that influence faculty members when deciding to adopt or reject web-based instruction based on the research question: What factors influence the decision process to adopt or reject web-based instruction among faculty members? Rogers’ (1995) theory, diffusion of innovations, focusing on the model of the innovation-decision process, provides the theoretical framework in this study.
The researcher interviewed 31 university faculty members and 5 administrators. The faculty interviewees included those who had adopted WBI as well as those who were planning to adopt or had rejected WBI. Among those who adopted WBI, some used it as a supplement to face-to-face instruction while others taught at a distance. The researcher also attended a workshop, a seminar, and a conference to acquire an understanding of the support provided to the faculty members using or planning to use web-based instruction.
The primary factors that influence faculty members in making their decisions to adopt or reject WBI include: 1) training faculty members how to develop and implement WBI, 2) complexity in the implementation of web-based instruction, 3) compatibility of WBI with faculty members’ teaching values, 4) time and effort needed to develop and implement WBI, 5) relative advantages of using WBI, and 6) lack of incentives (awards, annual reviews, and promotions). The implications of this study are that universities should 1) encourage collaboration among faculty members as they learn, develop and implement WBI by providing them with opportunities, during faculty meetings, to demonstrate how they are using WBI, 2) provide support that focuses on faculty’s instructional needs for WBI, 3) consider faculty members’ knowledge and technical skill levels in the use of WBI to determine the pace and language to use in training 4) give faculty members time release, course buy-ups or monetary incentives to adopt WBI, and 5) encourage faculty members to use WBI based on their philosophy and pedagogy of teaching. This study concludes with recommendations for future research.