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ERIC Number: EJ843401
Record Type: Journal
Publication Date: 2006
Pages: 12
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-1056-7879
Exploring Faculty Incentives and Barriers to Participation in Web-Based Instruction
Kinuthia, Wanjira
International Journal of Educational Reform, v15 n2 p289-300 Spr 2006
The area of integration of technology in education is a continuous effort that revolves around looking for factors and practices that can be applied to encourage faculty to integrate technology into their areas of teaching. Web-based instruction (WBI) is one of the technologies affecting higher education, and historically Black colleges and universities (HBCUs) have not been left out. WBI comprises several components, including e-mail, listservs, bulletin boards, newsgroups, interactive tutorials, and interactive conferencing, among other tools. This study explored the conditions that influence faculty participation in WBI at 4-year public HBCUs in the southern United States. Using quantitative and qualitative data collection and analysis methods, the study examined perceived barriers to and incentives for participation in WBI. Faculty responded to 12 questions on incentives for participation in WBI. The results of the study showed that participants believed that personal incentives were more important than institutional incentives for participation in WBI. Participants also indicated that the least important personal incentives were monetary incentives, job security, professional prestige, and status. For other participants, time and financial incentives were equally important reasons for participation. Findings in this study revealed that access to current technology was a barrier to the faculty and the students, an issue that should be addressed by the institutions in this study and those that are interested in pursing WBI but face similar barriers. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A