A causal model of factors influencing faculty use of technology
Based on earlier studies using the 1999 and 2004 National Study of Postsecondary Faculty (NSOPF) data [1, 2], a causal model explaining faculty technology use was constructed. Path analysis was used to test the causal effects of age, gender, highest degree, discipline (health science or not), recent research productivity, and teaching load on faculty use of websites in teaching. Two models, one for faculty from Research I institutions and the other for faculty from Community Colleges, were tested and both models fit the data with satisfying indices. Results confirmed that age, highest degree, and teaching loads influenced technology use directly, but indicated the lack of relationship between research productivity and technology use in teaching. An additional connection is suggested from discipline to teaching load. One important difference between the two models is that the impact of gender and teaching load on research productivity is significant for faculty at Research institutions, but not for faculty at community colleges. The models confirm the consistent and relatively strong relationship of teaching load to faculty technology use.
Journal of Asynchronous Learning Network
Meyer, K., & Xu, Y. (2009). A causal model of factors influencing faculty use of technology. Journal of Asynchronous Learning Network, 13 (2), 57-70. Retrieved from https://digitalcommons.memphis.edu/facpubs/10138