Diss. (sammanfattning) Linköping : Linköpings universitet, 2009. / Härtill 5 uppsatser.

Diss. (sammanfattning) Linköping : Linköpings universitet, 2009. / Härtill 5 uppsatser.

Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains xi, 418 p. Includes abstract. Includes bibliographical references (p. 146-158).

Thesis--University of Florida. / Description based on print version record. Manuscript copy. Vita. Bibliography: leaves 181-191.

Despite large investment by higher education institutions in technology for faculty and student use, instructional technology is not being integrated into instructions in the higher education institutions including medical education institutions. While diffusion of instructional technologies has been reached a saturation pint with early adopters of technology, it has remained limited among mainstream faculty. This investigation explored instructional technology patterns and characteristics of medical school faculty as well as contributing factors to IT adoption. The primary focus was to explore differences between early adopting faculty and mainstream faculty based on Rogers&amp / #8217 / diffusion of innovations and adopter categories theories. A mix-method research design, a quantitative methodology(survey) in conjunction with qualitative methodology(in-dept interviews) was employed for the purpose of gathering data about characteristics and adoption patterns of medical school faculty who are early adopting and mainstream. A hundred and fifty-five teaching faculty from basic science and clinical science disciplines at a Faculty of Medicine in a state university completed the survey. In-dept interviews were conducted with faculty who are early adopting and mainstream. The findings provided an evidence for similarities between adoption patterns of medical school faculty and other higher education faculty / relatively new tools associated with instruction were not adopted by majority of the faculty. As expected, some differences were found between early adopters and mainstream faculty in terms of individual characteristics, adoption patterns, perceived barriers and incentives to adoption and preferred methods of learning about technology and support. Implications of the findings for instructional technology policy and plans were reported.

Diss. (sammanfattning) Linköping : Linköpings universitet, 2006. / Härtill 4 uppsatser.

Thesis (Ph. D.)--University of Sydney, 2008. / Includes graphs and tables. Includes list of publications co-authored with others. Title from title screen (viewed November 28, 2008) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Aerospace, Mechanical and Mechatronic Engineering, Faculty of Engineering and Information Technologies. Degree awarded 2008; thesis submitted 2007. Includes bibliographical references. Also available in print form.

Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, June 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 133-137). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 133-137). Also available on the Internet.