Web-Based Technology Use and Computer Self-Efficacy as Predictors of Faculty Perceptions of Support for the Implementation of eLearning

Abstract

This study examine faculty levels of implementation of web-based instructional technology (WBIT) and computer self-efficacy beliefs (CSE) as factors associated to faculty perception of institutional mechanisms and its relative importance as conditions supporting the implementation of elearning in higher education. Using a sample of 334 faculty teaching at selected universities in the Commonwealth of Kentucky, faculty perceptions of support mechanisms were examined. Findings reveal that factors such as stages of concern about using WBIT, levels of use, and measures of computer self-efficacy provide an explanation of the perception differences. Developing a profile of faculty WBIT use and self-efficacy beliefs is anticipated to provide insight for the development of strategies and administrative practices necessary for eLearning to succeed in higher education institutions.