Authors: Sehnaz Baltaci Goktalay
Addresses: Department of Computer Education and Instructional Technologies, Uludag University Faculty of Education, 16059 Nilufer, Bursa, Turkey
Abstract: Although research concerning technology adoption and use has been extensive, it has mainly been limited to developed countries. The lack of research in online technology field in developing countries strongly limits the development of online technology infrastructure and the use of online technology at many levels: individuals, groups, organisations, and regions. This study seeks to investigate the concerns of 327 Turkish higher education faculty members regarding adoption of social media in their instruction and the faculty development opportunities to resolve their concerns. Two different data collection methods were utilised to collect data from the participants. The survey contained three parts: a) faculty demographics section; b) stages of concern questionnaire; c) professional development needs survey. Qualitative data obtained from the structured levels of use interviews. Results of the study indicated that the instructors were concerned about not having enough support and not knowing enough about social media use in instruction. Faculty members with less experience had higher self-concerns than their peers with more social media experience. Results of interviews supported the higher rate of self-concerns. Of the 12 faculty development and support activities analysed, technology support and incentives were perceived as the most effective ones.
Keywords: online technology; innovation diffusion; change; faculty development; technology integration; virtual communities; web based communities; online communities; e-communities; electronic communities; higher education; universities; faculty concerns; technology adoption; technology usage; developing countries; technology infrastructure; Turkey; faculty demographics; professional development; development needs; instructors; faculty members; self-concerns; development activities; support activities; technology support; technology incentives; engineering education; social media; internet; world wide web; social networking; networks.
International Journal of Continuing Engineering Education and Life-Long Learning, 2013 Vol.23 No.1, pp.67 - 90
Available online: 17 Jan 2013 *Full-text access for editors Access for subscribers Purchase this article Comment on this article