Despite recommendations by the Association of American Medical Colleges regarding
the adoption of technology in medical universities, faculty are still reluctant to adopt new
learning technologies. The purpose of this qualitative interview study was to determine
the factors existing in the adoption of learning management technology among late
adopters within the faculty of colleges labeled as comprehensive academic medical
centers. Using the Everett Rogers diffusion of innovations theory as its framework, this
study sought to ascertain the factors late adopters identify as preventing them from
adopting technology and to determine what measures they suggest to increase technology
adoption among their peers. This qualitative study used interviews of participants
identified as "late adopters" and subsequent document analysis to provide evidence for
the factors identified. Using in vivo coding, data were organized into 5 themes: factors,
learning management systems, demographics, general technology, and solutions. Results
showed that late adopters avoided adopting learning management technology for several
reasons including training, time, ease of use, system changes, lack of technical support,
disinterest, and the sense that the technology does not meet their needs. Recommended
solutions offered by faculty included varied times for trainings, peer mentoring, and
modeling learning management system use among faculty. Understanding these factors
may contribute to social change by leading to more rapid adoption and thus introducing
efficiencies such that faculty can dedicate more time to medical instruction. It also may
aid other universities when considering the adoption of a learning management system.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-2786 |
| Date | 01 January 2015 |
| Creators | Burrough, Kristy |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
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