Tom Buchanan|Phillip Sainter|Gunter Saunders
Factors affecting faculty use of learning technologies: implications for models of technology adoption
University of Westminster|University of Westminster|University of Westminster
study examines factors associated use learning technologies higher education faculty online survey uk university 114 faculty respondents completed measure internet selfefficacy reported use learning technologies along barriers adoption principal components analysis suggested two main barriers adoption structural constraints within university perceived usefulness tools regression analyses indicated variables along internet selfefficacy associated use online learning technology findings consistent models technology engagement recognize facilitating inhibiting conditions unified theory acceptance use technology decomposed theory planned behavior classic technology acceptance model tam practical implications higher education institutions faculty training digital literacy initiatives may roles play structural factors eg provision resources technical support must also addressed optimal uptake learning technologies