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Description:
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The purpose of this study was to determine faculty perceptions about factors
impacting the adoption and diffusion of Web -Based Educational Technologies (WBETs )
at the University of Cape Coast and the University of Ghana , Legon . This study , based on
Rogersâ  theory of adoption and diffusion , is a modified replication of a study by Li
(2004 ) , in the context of Ghana . Data were collected with a modified instrument created
by Li (2004 ) , from 61 teaching faculty out of a target accessible population of 200 . The
instrument comprised of four sections : The first , was used to collect data about faculty
stage in the innovation development process . The second was used to collect data
describing five attributes (relative advantage , compatibility , complexity , trialability , and
observability ) impacting the adoption and diffusion of WBETs . The third was used to
collect data about ten barriers (concerns about time , concerns about incentives , program
credibility , financial concerns , planning issues , conflict with traditional education , fear of
technology , technical expertise , administrative support , and infrastructure ) impacting the
adoption and diffusion of WBETs . The fourth section was used to collect data on
personal characteristics of the faculty . Descriptive , correlational and regression analyses were used to examine relationships between faculty personal characteristics , stage in the
innovation -decision process , and perceptions of attributes and barriers impacting the
adoption and diffusion of WBETs .
From the descriptive results , respondents perceived â  relative advantageâ  and
â  observabilityâ  as the two most important attributes that impact the adoption and diffusion
of WBETs . Infrastructure , financial concerns , and technical expertise were perceived as
posing moderate to strong barriers to the adoption and diffusion of WBETs . Only
compatibility (attribute ) and technical expertise (barrier ) had statistically significant
correlations with faculty stage in the innovation decision process . The attributes and
barriers altogether explained only 10 .6 % and 17 .3 % respectively of faculty stage in the
innovation -decision process . Of the eight personal characteristics examined , only
â  experience with WBETsâ  had a statistically significant correlation with faculty stage in
the innovation -decision process . Recommendations to administrators and policy makers
include allocating investments and resources that promote attributes and eliminate
barriers , and conduct further research into factors that affect the adoption and diffusion of
WBETs . |