Measuring faculty perceptions of instructional technology

Electronic learning requires more work for faculty; that work does not often translate into better pay, increased scholarship and publication, increased status, or other results valued by academia. Despite electronic learning's dubious benefits to faculty, it is clear that electronic learning is here to stay, and with that fact comes another question: what is the best way to assist faculty in keeping up with the technology? To address this research question this study looks at the impact of faculty training on their adoption of instructional technology. Phase 1 is underway, and the researchers will report on the results of that phase at the conference.