Sistek-Chandler & Myers, 2016. Adoption of Innovation: Faculty Perceptions and Tech Savvy Indicators, ELearn, Washington, DC

1. Adoption of Innovation:
Faculty Perceptions and
Tech Savvy Indicators
http://goo.gl/yTCNSt
Cynthia Sistek-Chandler, EdD
cchandler@nu.edu @cynthiachandler
Michael Myers, PhD, MSEd
mmyers@nu.edu @mpmyersphd

2. Study
• Survey over a 2-year period
• Data from over 300 faculty
• Evaluation of Innovation
• Interactions with the newly adopted learning
management system (LMS)
• Comfort with applications
• Use of social media
• Other perceptual self-reported data

3. Key Point
Adoption of innovation is directly related to
the perception of one’s personal
competency and to the frequency and
type of training or professional
development with that innovation. 0.05)

4. Theoretical Framework
• Adoption of a new LMS provides an
opportunity to examine approaches to
faculty development and tech savviness.
• The implementation process consists of
3 stages:
1. Redefining & Restructuring
2. Clarifying
3. Routinizing

5. Review of Literature
• Several studies document faculty dissatisfaction
with current approaches to faculty development
initiatives (Ryan, Toye, Charron, & Park, 2012;
Soumplis, koulocheri, Kostaras, Karousos,&
Xenos.
• Studies show an incongruence between what
skills faculty think they possess and and what
they actually know and can do with technology
(Sistek-Chandler & Myers, 2015)

7. Faculty Tech Savviness Increased

8. Faculty Innovation Dropped
* *

9. Faculty Learned Online

10. Individual Fellow Training Rated Highest
*

11. Lynda.com Most Effective Aid

12. Faculty Willingness to Help the Same

13. Faculty Opinion Towards the LMS Dropped

14. Summary
• Tech savviness increased in 6 out of 7
areas surveyed
• An online essentials training course
was the most utilized training type
• A majority of the faculty took 2 or more
trainings
• Individual training with a Faculty Fellow
was the highest rated

15. Summary
• Videos from Lynda.com were rated as
the highest Job Aid
• There was no change in those willing to
volunteer to mentor others
• Transition to the LMS resulted in an
overall reporting of negative attitude as
positive attitude toward the technology
dropped from 55.3% to 33.0%

17. Questions/ Comments

18. References

19. References

20. References

21. References