Acceptance of Web technology-based education by professors and administrators of a college of applied arts and technology in Ontario

This research examines the extent to which the diffusion factors proposed by Fullan (1991), Rogers (1995), Clinton (1971), and other sources are useful in predicting the acceptance of innovative educational Web technology in a college setting. Analysis of the data revealed that access to information, which is emphasized by Fullan is the most crucial of all the diffusion factors. Among the various types of access to information, training was found to be the best facilitator of successful adoption of educational Web technology by mangers and professors. It was also found that the administrators were generally more accepting of the Web based educational innovation than the professors. Another major outcome of this research is the development of a new system for categorizing diffusion factors to improve user perception of Web technology based educational innovations.;One hundred and nine professors and administrators of a community college in the province of Ontario were studied. Quantitative data were gathered concerning their perceptions of diffusion factors, levels of acceptance of Web technology based educational innovations, and choices of the top five factors contributing to diffusion of these innovations.;Analysis of the data supported the following conclusions: (1) the more positive the perception of the diffusion factors for Web technology based educational innovations, the higher the acceptance or adoption of innovations; (2) there is no relationship between years of service at the college and user acceptance of innovation or user perception of diffusion factors; (3) there is no relationship between years of computer usage and user acceptance of innovation or user perception of diffusion factors; (4) there is no relationship between age and acceptance of innovation; (5) there is a relationship between the computer knowledge of the adopter and acceptance of innovation.;The diffusion factors that were identified as crucial to the diffusion of Web technology based educational innovations can be grouped into two categories, namely (a) Primary Diffusion factors (most crucial) consisting of (i) access to information; (ii) efficiency; (iii) trialability; and (iv) community pressure/support/apathy/opposition; and (b) Secondary Diffusion factors (crucial) consisting of (i) association with teaching; (ii) relative advantage; and (iii) complexity/ease of use.