Perceptions about Internet Use by Teaching Faculty at Small Christian Colleges and Universities

This study investigated the self-reported effects of Internet use on faculty at small Christian colleges and universities by age, years of Internet use, academic field, and on faculty communication style, teaching style, personal productivity, fulfillment of the organization s mission, social networks, research, and professional development. Findings: Faculty believed that their communication had changed and that they can communicate with others more quickly, get faster replies to questions, and obtain more relevant data. Faculty disagreed that their teaching style had changed and that they had changed the way they conduct a class. Faculty believe that their productivity has changed. Most faculty disagreed that the Internet has made them more comfortable sharing their feelings about God. Faculty believe that the Internet has changed the type of jobs and the way students look for jobs, that there are fewer barriers to joining an electronic group, and that the volume of people they keep in frequent touch with has increased. Most faculty agreed that the way they do research has changed and that the Internet makes it easier to get information about advances in their fields. Faculty disagreed that the Internet could be substituted for conferences and that the Internet has made it possible for them to serve on boards. Key Words: Internet, faculty, communication, professional development, personal productivity, research, social networks, teaching, mission

Perceived Barriers to the Implementation of Web Enhancement of Courses by Full-Time Tennessee Board of Regents Faculty.

The purpose of this study was to examine faculty reluctance to providing students with access to course resources via the Internet. The study explored known barriers to the use of technology and the Internet within educational settings and provided opportunity for new barriers to be presented. Personal and professional demographic factors were collected to determine if certain characteristics were identifiable as predictors to web enhancement. An online survey was designed to collect data to address research questions in the study. The survey consisted of 48 questions, including areas for comments and remarks from faculty members. One thousand two (1002) faculty, out of a possible 4,990 responded to the survey. Based on the results, conclusions have been drawn. Female faculty and faculty ranked as assistant, associate, or full professors were most likely to web enhance. Faculty who had taught for between 1 and 15 years at a four-year university, were also more likely to web enhance than other faculty. Faculty in the fields of biology, business administration, communications, computer science, education, English, nursing and psychology appeared most likely to web enhance their courses. Major barriers to enhancement include increased time commitment, concerns regarding faculty work load, lack of person-to-person contact, and difficulty keeping current with technological changes. Recommendations for removing some barriers included the need to recognize and reward innovation, provide incentives to enhance, and establish cultural change within institutions. Meaningful professional development training on enhancement techniques was also recommended, as well as providing release time for enhancement development. Contact standards on campus websites, providing a contact at each institution for research inquiries, and becoming more accessible to the public at large was also needed. Recommendations for further research included completing this study on an institutional basis, and studying the need for ôrevampingö the concept of ôoffice hoursö when used in connection with online courses. In addition, a qualitative study should be conducted on the pros and cons of web enhancement, as well as a time study comparison of students who complete a low level online course then take a higher level on-site course

Faculty Use of the World Wide Web: Modeling Information Seeking Behavior in a Digital Environment

There has been a long history of studying library users and their information seeking behaviors and activities. Researchers developed models to better understand these information seeking behaviors and activities of users. Most of these models were developed before the onset of the Internet. This research project studied faculty members' use of and their information seeking behaviors and activities on the Internet at Angelo State University, a Master's I institution. Using both a quantitative and qualitative methodology, differences were found between tenured and tenure-track faculty members on the perceived value of the Internet to meet their research and classroom information needs. Similar differences were also found among faculty members in the broad discipline areas of the humanities, social sciences, and sciences. Tenure-track faculty members reported a higher average Internet use per week than tenured faculty members. Based on in-depth, semi-structured interviews with seven tenured and seven tenure-track faculty members, an Internet Information Seeking Activities Model was developed to describe the information seeking activities on the Internet by faculty members at Angelo State University. The model consisted of four basic stages of activities: "Gathering," "Validating," "Linking" with a sub-stage of "Re-validating," and "Monitoring." There were two parallel stages included in the model. These parallel stages were "Communicating" and "Mentoring." The Internet Information Seeking Activities Model was compared to the behavioral model of information seeking by faculty members developed by Ellis. The Internet Model placed a greater emphasis on validating information retrieved from the Internet. Otherwise there were no other substantive changes to Ellis' model