ERIC Number: ED479548
Record Type: RIE
Publication Date: 2002-Oct
How University Faculty Assess Scholarly Use of the Internet.
Henry, Paul David
This quantitative survey of university faculty tested a theory of status-related risk by examining the affect of three organizational statuses on the use of this educational innovation. It also explored how use is mediated by assessment of risks to their professional perquisites. Academic field and computer-based specialty statuses were moderately correlated with Internet use. Computer-based specialty as an indicator of prior knowledge and experience was also correlated to use while controlling for assessment of risk. There was some overall support for a status-risk theory in the relationships between use and both status and risk assessment. Overall, this study shows that faculty attribute Internet use with a generally positive impact on scholarly work, especially as it contributes to a greater scholarly exchange of ideas. (Author)
Descriptors: College Faculty, Computer Attitudes, Computer Literacy, Computer Use, Higher Education, Internet, Risk, Scholarly Communication, Teacher Attitudes, Use Studies
Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: firstname.lastname@example.org; Web site: http://www.aace.org/DL/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.