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College faculty in Ontario are using a variety of digital technologies, at differing levels, in their teaching and learning practices. College administrators are looking to faculty to help meet the challenges associated with increasing enrolment and the need to deliver curriculum to a diverse student population with a range of learning needs who have unlimited access to information and communication channels through the World Wide Web. This research provides some understanding of specific motivating factors that have led many in community college faculty to adopt digital and Web technologies into their teaching and learning practices as well as those factors that may lead other college faculty to adopt similar technologies into their practices. Data collection was undertaken using a mixed-method approach in an effort to fully realize and categorize the factors necessary in a faculty decision to adopt digital technologies into their teaching practice. Findings indicate that digital technologies are employed by faculty in some cases only to achieve efficiency in communication and administrative tasks favouring traditional teaching methods in their classrooms. Others are exploring and experimenting in exciting new ways with digital technologies in an effort to enhance the learning experience for their students in and out of their classrooms. Many factors have also emerged that should be considered by college administrators when attempting to motivate faculty to adopt digital technologies when assigning workload, providing support and training, as well as by faculty deciding on the overall approach to teaching and learning, all of which carry with them financial and cultural implications.
Dougherty, K. (2015).Factors That Influence College Faculty to Adopt Digital Technologies in Their Practice. Higher Education in Transformation Conference, Dublin, Ireland, 2015, pp.307-318.