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THE ADOPTER CHASM: AN INVESTIGATION ON CHARACTERISTICS OF FACULTY ADOPTERS OF INSTRUCTIONAL TECHNOLOGY AND THE IMPACT UPON FACULTY USE

BRYANT, GREGORY A.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148481135

Abstract Details

2006, EdD, University of Cincinnati, Education : Curriculum and Instruction.
The work of Geoghegan (1994) and Moore (1991, 2002) suggested that Instructional technology innovations run the risk of failing to diffuse throughout a population of university faculty if different characteristics of adopters of an innovation are not recognized. Rogers (2003) disagrees with Moore and Geoghegan about the presence of a chasm in a population of adopters of an instructional technology innovation. This study examined the chasm in terms of a set of seven pairs of characteristics. Specific attributes were synthesized for the characteristics. This study tests the presence of a chasm in a setting where an instructional technology innovation, Blackboard course management system, had been diffused. Five different sources were used to identify which subjects were assigned to groups to each side of the chasm, the Early Faculty and the Mainstream Faculty. Questionnaires and extensive interviews and were used to collect data. The results indicated that: 1. The chasm was irregular; 2. The characteristics were to some extent were useful in identifying the differences between Early Faculty and Mainstream Faculty; 3. Implications for this study were examined for technical support and professional development. These findings indicated that professional development and technical support must be provided not with a one size fits all approach, but in a far more targeted fashion, based on the needs of the individual adopters; 4. In this particular innovation, little evidence of disruption or alienation was found. 5. Collegiality played a major role among the Mainstream Faculty and should be taken into consideration for professional development and technical support.
Dr. Janet Bohren (Advisor)
287 p.
Instructional Technology; Diffusion of Adoptions; Adoption (Innovations); Higher Education; Faculty Development

Recommended Citations

Citations

  • BRYANT, G. A. (2006). THE ADOPTER CHASM: AN INVESTIGATION ON CHARACTERISTICS OF FACULTY ADOPTERS OF INSTRUCTIONAL TECHNOLOGY AND THE IMPACT UPON FACULTY USE [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148481135

    APA Style (7th edition)

  • BRYANT, GREGORY. THE ADOPTER CHASM: AN INVESTIGATION ON CHARACTERISTICS OF FACULTY ADOPTERS OF INSTRUCTIONAL TECHNOLOGY AND THE IMPACT UPON FACULTY USE. 2006. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148481135.

    MLA Style (8th edition)

  • BRYANT, GREGORY. "THE ADOPTER CHASM: AN INVESTIGATION ON CHARACTERISTICS OF FACULTY ADOPTERS OF INSTRUCTIONAL TECHNOLOGY AND THE IMPACT UPON FACULTY USE." Doctoral dissertation, University of Cincinnati, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148481135

    Chicago Manual of Style (17th edition)

ucin1148481135
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© 2006, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.