"Virtually mandatory": A survey of how discipline and institutional commitment shape university lecturers' perceptions of technology
Although there have been many claims that technology might enhance university teaching, there are wide variations in how technology is actually used by lecturers. This paper presents a survey of 795 university lecturers’ perceptions of the use of technology in their teaching, showing how their respo...
Saved in:
| Published in | British journal of educational technology Vol. 45; no. 4; pp. 748 - 759 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Coventry
Blackwell Publishing Ltd
01.07.2014
Wiley-Blackwell |
| Subjects | |
| Online Access | Get full text |
Cover
Loading…
| Abstract | Although there have been many claims that technology might enhance university teaching, there are wide variations in how technology is actually used by lecturers. This paper presents a survey of 795 university lecturers’ perceptions of the use of technology in their teaching, showing how their responses were patterned by institutional and subject differences. There were positive attitudes towards technology across institutions and subjects but also large variations between different technologies. Two groups of technology were identified—“core” technologies, such as Powerpoint, that were used frequently, even when lecturers felt that they were not having a positive impact on learning, and “marginal” technologies, such as blogs, that were used much less frequently and only where they fitted the pedagogic approach or context. Rather than there being “leading” universities that were the highest users of all technologies, institutions tended to be heavier users of some technologies than others. Similarly, subjects could be associated with particular technologies rather than being consistent users of technology in general. The study suggests that university technology policy should reflect different disciplines and contexts rather than “one size fits all” directives. |
|---|---|
| AbstractList | Although there have been many claims that technology might enhance university teaching, there are wide variations in how technology is actually used by lecturers. This paper presents a survey of 795 university lecturers' perceptions of the use of technology in their teaching, showing how their responses were patterned by institutional and subject differences. There were positive attitudes towards technology across institutions and subjects but also large variations between different technologies. Two groups of technology were identified-"core" technologies, such as Powerpoint, that were used frequently, even when lecturers felt that they were not having a positive impact on learning, and "marginal" technologies, such as blogs, that were used much less frequently and only where they fitted the pedagogic approach or context. Rather than there being "leading" universities that were the highest users of all technologies, institutions tended to be heavier users of some technologies than others. Similarly, subjects could be associated with particular technologies rather than being consistent users of technology in general. The study suggests that university technology policy should reflect different disciplines and contexts rather than "one size fits all" directives. Although there have been many claims that technology might enhance university teaching, there are wide variations in how technology is actually used by lecturers. This paper presents a survey of 795 university lecturers' perceptions of the use of technology in their teaching, showing how their responses were patterned by institutional and subject differences. There were positive attitudes towards technology across institutions and subjects but also large variations between different technologies. Two groups of technology were identified--"core" technologies, such as Powerpoint, that were used frequently, even when lecturers felt that they were not having a positive impact on learning, and "marginal" technologies, such as blogs, that were used much less frequently and only where they fitted the pedagogic approach or context. Rather than there being "leading" universities that were the highest users of all technologies, institutions tended to be heavier users of some technologies than others. Similarly, subjects could be associated with particular technologies rather than being consistent users of technology in general. The study suggests that university technology policy should reflect different disciplines and contexts rather than "one size fits all" directives. [PUBLICATION ABSTRACT] |
| Audience | Higher Education Postsecondary Education |
| Author | Shelton, Chris |
| Author_xml | – sequence: 1 givenname: Chris surname: Shelton fullname: Shelton, Chris email: c.shelton@chi.ac.uk organization: E-mail: c.shelton@chi.ac.uk |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1030541$$DView record in ERIC |
| BookMark | eNqFkUFv1DAQRi1UJLaFC3ckqxxAlVI8cexsuLXVdqGtigQFJC6W4zist04cbKcld344CYEeKgS-2KN575M8s4t2WtdqhJ4COYTxvCq3Oh5CShg8QAvIeJ4sGWU7aEEIyRMgQB-h3RC2Y0koyxbox_4n42MvrR1wI9tKRueH_df4CIfe3-gBuxpv3C2uTFCms6bVeKSwaUM0sY_GtdJi5ZrGxEa3EYeN7DTuW3OjfTBxwFar2PuxeIE77ZXuJidMsVGrTeus-zo8Rg9raYN-8vveQx9PV1cnb5KLd-u3J0cXico4hSStJGeZlMBKWtZVWmmoZAHjQxYF53nJSaFqVqclZ3lRl5DKDJhUWblcMqVSuodezrmdd996HaJoxm9pa2WrXR8E8BzYMk_z4v8oYwXPsgLYiD6_h25d78e5TBRlBYVlOlHPZkp7o0TnTSP9IFZnQChhGYz9g7mvvAvB6_qOASKm3Yppt-LXbkeY3IOViXKabPTS2L8rMCu3xurhH-Hi-Gx19cdJZseEqL_fOdJfC57TnInPl2vx_sP5-ZdjWItL-hPB6ckw |
| CODEN | BJETAH |
| CitedBy_id | crossref_primary_10_1111_bjet_13277 crossref_primary_10_4000_dms_369 crossref_primary_10_1007_s10639_020_10240_1 crossref_primary_10_1007_s10758_021_09576_5 crossref_primary_10_1016_j_caeo_2024_100202 crossref_primary_10_1007_s10639_015_9451_z crossref_primary_10_4995_redu_2018_8804 crossref_primary_10_1080_1475939X_2016_1217269 crossref_primary_10_4018_IJVPLE_295304 crossref_primary_10_1080_09751122_2017_1305750 crossref_primary_10_1080_23322969_2024_2404858 crossref_primary_10_1093_femsle_fnv099 crossref_primary_10_1080_2331186X_2024_2373552 crossref_primary_10_1186_s41239_020_0182_x crossref_primary_10_1111_bjet_12332 crossref_primary_10_1177_0047239515615846 crossref_primary_10_2139_ssrn_3906925 crossref_primary_10_1007_s10639_024_13023_0 crossref_primary_10_1007_s12528_018_9168_2 crossref_primary_10_55777_rea_v16i31_5364 crossref_primary_10_3916_C45_2015_12 crossref_primary_10_1186_s41239_020_00184_4 crossref_primary_10_1007_s10639_020_10222_3 crossref_primary_10_2196_50297 crossref_primary_10_1007_s11423_023_10196_2 |
| Cites_doi | 10.1007/978-0-230-36511-7 10.1007/s11423‐006‐9011‐8 10.1080/13562510903186774 10.1177/0894439310368031 10.1163/9789087905675_017 10.4324/9780203458556 10.1016/j.chb.2009.10.015 10.1111/j.1467-9620.2006.00684.x 10.1111/j.1467‐8535.2006.00601.x 10.1111/j.1467‐8535.2008.00910.x |
| ContentType | Journal Article |
| Copyright | 2013 British Educational Research Association British Educational Research Association © 2014 BERA |
| Copyright_xml | – notice: 2013 British Educational Research Association – notice: British Educational Research Association © 2014 BERA |
| DBID | BSCLL AAYXX CITATION 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN 7SC 8FD AHOVV JQ2 L7M L~C L~D |
| DOI | 10.1111/bjet.12051 |
| DatabaseName | Istex CrossRef ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC Computer and Information Systems Abstracts Technology Research Database Education Research Index ProQuest Computer Science Collection Advanced Technologies Database with Aerospace Computer and Information Systems Abstracts Academic Computer and Information Systems Abstracts Professional |
| DatabaseTitle | CrossRef ERIC Computer and Information Systems Abstracts Technology Research Database Computer and Information Systems Abstracts – Academic Advanced Technologies Database with Aerospace ProQuest Computer Science Collection Computer and Information Systems Abstracts Professional |
| DatabaseTitleList | Computer and Information Systems Abstracts Computer and Information Systems Abstracts CrossRef ERIC Computer and Information Systems Abstracts |
| Database_xml | – sequence: 1 dbid: ERI name: ERIC url: https://eric.ed.gov/ sourceTypes: Index Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 1467-8535 |
| ERIC | EJ1030541 |
| EndPage | 759 |
| ExternalDocumentID | 3335527761 EJ1030541 10_1111_bjet_12051 BJET12051 ark_67375_WNG_RSKKZB1G_N |
| Genre | article |
| GroupedDBID | -W8 -~X .3N .GA .GO .Y3 05W 07C 0R~ 10A 1OB 1OC 23N 31~ 33P 3EH 4.4 41~ 50Y 50Z 51W 51Y 52M 52O 52Q 52S 52T 52U 52W 5GY 5HH 5LA 5VS 66C 6J9 702 7PT 8-0 8-1 8-3 8-4 8-5 8UM 930 A04 AABNI AAESR AAHHS AAHSB AAONW AAOUF AASGY AAXRX AAYJJ AAZKR ABCQN ABCUV ABDBF ABDPE ABEML ABIVO ABJNI ABPVW ABSOO ACAHQ ACBKW ACBWZ ACCFJ ACCZN ACFBH ACGFO ACGFS ACHQT ACPOU ACSCC ACXQS ACZ ADBBV ADEMA ADEOM ADIZJ ADKYN ADMGS ADMHG ADXAS ADZMN ADZOD AEEZP AEGXH AEIGN AEIMD AEQDE AEUQT AEUYR AFBPY AFEBI AFFPM AFGKR AFKFF AFPWT AFZJQ AHBTC AHEFC AI. AIAGR AIFKG AIURR AIWBW AJBDE ALAGY ALMA_UNASSIGNED_HOLDINGS ALUQN AMBMR AMYDB ASPBG ASTYK AVWKF AZBYB AZFZN AZVAB BAFTC BDRZF BFHJK BMXJE BNVMJ BQESF BROTX BRXPI BSCLL BY8 CAG COF CS3 D-C D-D DC6 DCZOG DPXWK DR2 DRFUL DRMBU DRSSH DU5 EAD EAP EAS EBS EDJ EJD EMK EST ESX F00 F01 F5P FEDTE FZ0 G-S G.N G50 GODZA HF~ HGLYW HVGLF HZI HZ~ IHE IX1 J0M K48 LATKE LC2 LC4 LEEKS LH4 LITHE LOXES LP6 LP7 LPU LUTES LW6 LYRES MEWTI MK4 MRFUL MRSSH MSFUL MSSSH MXFUL MXSSH N04 N06 N9A NF~ O66 O9- OHT OIG P2P P2W P2Y P4C PALCI PQQKQ Q.N Q11 QB0 QF4 QM7 QN7 R.K RIG RIWAO RJQFR ROL RPD RX1 SAMSI SUPJJ TUS UB1 V8K VH1 W8V W99 WBKPD WGMDG WH7 WIH WII WOHZO WQZ WRC WSUWO WXSBR XG1 XOL ZCA ZZTAW ~IA ~WP AAHQN AAMNL AANHP AAYCA ACRPL ACUHS ACYXJ ADNMO AFWVQ AFYRF ALVPJ AAYXX AEYWJ AGHNM AGQPQ CITATION 7SW AAMMB AEFGJ AGXDD AIDQK AIDYY BJH BNH BNI BNJ BNO ERI PET REK WWN 7SC 8FD AHOVV JQ2 L7M L~C L~D |
| ID | FETCH-LOGICAL-c4631-2da654aa15b3bfd2de1da91d2da99667b609cf5f2b6579fb12a415ac4b885cc23 |
| IEDL.DBID | DR2 |
| ISSN | 0007-1013 |
| IngestDate | Thu Jul 10 23:00:15 EDT 2025 Fri Jul 11 15:08:28 EDT 2025 Fri Jul 25 09:32:14 EDT 2025 Fri Aug 01 12:15:41 EDT 2025 Thu Apr 24 23:03:13 EDT 2025 Tue Jul 01 03:55:23 EDT 2025 Wed Jan 22 16:24:05 EST 2025 Wed Oct 30 09:54:44 EDT 2024 |
| IsDoiOpenAccess | false |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 4 |
| Language | English |
| License | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c4631-2da654aa15b3bfd2de1da91d2da99667b609cf5f2b6579fb12a415ac4b885cc23 |
| Notes | ark:/67375/WNG-RSKKZB1G-N ArticleID:BJET12051 istex:54A6A4B4E75E9BD4FA417B4E3DB47D1D3AB87D62 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 ObjectType-Article-2 ObjectType-Feature-1 content type line 23 |
| OpenAccessLink | https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/bjet.12051 |
| PQID | 1535931825 |
| PQPubID | 23500 |
| PageCount | 12 |
| ParticipantIDs | proquest_miscellaneous_1671587279 proquest_miscellaneous_1559644915 proquest_journals_1535931825 eric_primary_EJ1030541 crossref_primary_10_1111_bjet_12051 crossref_citationtrail_10_1111_bjet_12051 wiley_primary_10_1111_bjet_12051_BJET12051 istex_primary_ark_67375_WNG_RSKKZB1G_N |
| ProviderPackageCode | CITATION AAYXX |
| PublicationCentury | 2000 |
| PublicationDate | July 2014 |
| PublicationDateYYYYMMDD | 2014-07-01 |
| PublicationDate_xml | – month: 07 year: 2014 text: July 2014 |
| PublicationDecade | 2010 |
| PublicationPlace | Coventry |
| PublicationPlace_xml | – name: Coventry |
| PublicationTitle | British journal of educational technology |
| PublicationTitleAlternate | Br J Educ Technol |
| PublicationYear | 2014 |
| Publisher | Blackwell Publishing Ltd Wiley-Blackwell |
| Publisher_xml | – name: Blackwell Publishing Ltd – name: Wiley-Blackwell |
| References | White, D., Warren, N., Faughnan, S. & Manton, M. (2010). Study of UK online learning. Oxford: HEFCE. Lynch, M. M. (2002). The online educator: a guide to creating the virtual classroom. London: RoutledgeFalmer. Brill, J. M. & Galloway, C. (2007). Perils and promises: university instructors' integration of technology in classroom-based practices. British Journal of Educational Technology, 38, 1, 95-105. doi: 10.1111/j.1467-8535.2006.00601.x. Gorard, S. (2006). Using everyday numbers effectively in research. London: Continuum. JISC (2004). e-Assessment glossary [extended]. Bristol: JISC. Rea, L. M. & Parker, R. A. (2005). Designing and conducting survey research: a comprehensive guide. San Francisco: Jossey Bass. Trowler, P. (2008). Cultures and change in higher education: theories and practice. Basingstoke: Palgrave Macmillan. Fan, W. & Yan, Z. (2010). Factors affecting response rates of the web survey: a systematic review. Computers in Human Behavior, 26, 2, 132-139. doi: 10.1016/j.chb.2009.10.015. Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108, 6, 1017-1054. Kopcha, T. J. & Sullivan, H. (2006). Self-presentation bias in surveys of teachers' educational technology practices. Educational Technology Research and Development, 55, 6, 627-646. doi: 10.1007/s11423-006-9011-8. Barrios, M., Villarroya, A., Borrego, A. & Olle, C. (2010). Response rates and data quality in web and mail surveys administered to PhD holders. Social Science Computer Review, 29, 2, 208-220. doi: 10.1177/0894439310368031. Wright, K. B. (2005). Researching internet-based populations: advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services. Journal of Computer-Mediated Communication, 10, doi: 10.1111/j.1083-6101.2005.tb00259.x. D'Andrea, V. & Gosling, D. (2005). Improving teaching and learning in higher education: a whole institution approach. Maidenhead: OUP. Ferrell, G., Kelly, J., MacMahon, C., Probert, S., Quentin-Baxter, M. & Riachi, R. (2007). CAMEL tangible benefits of E-learning project - final report. Bristol: JISC. Browne, T., Hewitt, R., Jenkins, M., Voce, J., Walker, R. & Yip, H. (2010). 2010 survey of technology enhanced learning for higher education in the UK. Oxford: UCISA. McConnell, D. (2000). Implementing computer-supported cooperative learning (2nd ed.). London: Kogan Page. Njenga, J. K. & Fourie, L. C. H. (2010). The myths about e-learning in higher education. British Journal of Educational Technology, 41, 2, 199-212. doi: 10.1111/j.1467-8535.2008.00910.x. Hanson, J. (2009). Displaced but not replaced: the impact of e-learning on academic identities in higher education. Teaching in Higher Education, 14, 5, 553-564. doi: 10.1080/13562510903186774. Mayes, T., Morrison, D., Mellar, H., Bullen, P. & Oliver, M. (2009). Transforming higher education through technology enhanced learning. York: HEA. Bates, T. & Poole, G. (2003). Effective teaching with technology in higher education. San Francisco: Jossey-Bass. 2009; 14 2010; 26 2006; 108 2000 2010; 29 2010 2006; 55 2009 2008 2007 2006 2005; 10 2005 2004 2003 2002 2010; 41 2007; 38 e_1_2_7_6_1 e_1_2_7_4_1 Ferrell G. (e_1_2_7_10_1) 2007 e_1_2_7_9_1 e_1_2_7_18_1 e_1_2_7_17_1 JISC (e_1_2_7_16_1) 2004 e_1_2_7_2_1 e_1_2_7_15_1 e_1_2_7_14_1 e_1_2_7_13_1 e_1_2_7_12_1 Browne T. (e_1_2_7_7_1) 2010 McConnell D. (e_1_2_7_20_1) 2000 Wright K. B. (e_1_2_7_28_1) 2005; 10 White D. (e_1_2_7_27_1) 2010 Mayes T. (e_1_2_7_19_1) 2009 Gorard S. (e_1_2_7_11_1) 2006 D'Andrea V. (e_1_2_7_8_1) 2005 e_1_2_7_24_1 e_1_2_7_23_1 e_1_2_7_22_1 Bates T. (e_1_2_7_5_1) 2003 e_1_2_7_21_1 Rea L. M. (e_1_2_7_25_1) 2005 Trowler P. (e_1_2_7_26_1) 2008 Barnett R. (e_1_2_7_3_1) 2004 |
| References_xml | – reference: Bates, T. & Poole, G. (2003). Effective teaching with technology in higher education. San Francisco: Jossey-Bass. – reference: JISC (2004). e-Assessment glossary [extended]. Bristol: JISC. – reference: Mayes, T., Morrison, D., Mellar, H., Bullen, P. & Oliver, M. (2009). Transforming higher education through technology enhanced learning. York: HEA. – reference: Fan, W. & Yan, Z. (2010). Factors affecting response rates of the web survey: a systematic review. Computers in Human Behavior, 26, 2, 132-139. doi: 10.1016/j.chb.2009.10.015. – reference: D'Andrea, V. & Gosling, D. (2005). Improving teaching and learning in higher education: a whole institution approach. Maidenhead: OUP. – reference: Brill, J. M. & Galloway, C. (2007). Perils and promises: university instructors' integration of technology in classroom-based practices. British Journal of Educational Technology, 38, 1, 95-105. doi: 10.1111/j.1467-8535.2006.00601.x. – reference: Rea, L. M. & Parker, R. A. (2005). Designing and conducting survey research: a comprehensive guide. San Francisco: Jossey Bass. – reference: Browne, T., Hewitt, R., Jenkins, M., Voce, J., Walker, R. & Yip, H. (2010). 2010 survey of technology enhanced learning for higher education in the UK. Oxford: UCISA. – reference: Barrios, M., Villarroya, A., Borrego, A. & Olle, C. (2010). Response rates and data quality in web and mail surveys administered to PhD holders. Social Science Computer Review, 29, 2, 208-220. doi: 10.1177/0894439310368031. – reference: Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108, 6, 1017-1054. – reference: Trowler, P. (2008). Cultures and change in higher education: theories and practice. Basingstoke: Palgrave Macmillan. – reference: Ferrell, G., Kelly, J., MacMahon, C., Probert, S., Quentin-Baxter, M. & Riachi, R. (2007). CAMEL tangible benefits of E-learning project - final report. Bristol: JISC. – reference: Lynch, M. M. (2002). The online educator: a guide to creating the virtual classroom. London: RoutledgeFalmer. – reference: White, D., Warren, N., Faughnan, S. & Manton, M. (2010). Study of UK online learning. Oxford: HEFCE. – reference: Kopcha, T. J. & Sullivan, H. (2006). Self-presentation bias in surveys of teachers' educational technology practices. Educational Technology Research and Development, 55, 6, 627-646. doi: 10.1007/s11423-006-9011-8. – reference: Wright, K. B. (2005). Researching internet-based populations: advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services. Journal of Computer-Mediated Communication, 10, doi: 10.1111/j.1083-6101.2005.tb00259.x. – reference: Gorard, S. (2006). Using everyday numbers effectively in research. London: Continuum. – reference: Hanson, J. (2009). Displaced but not replaced: the impact of e-learning on academic identities in higher education. Teaching in Higher Education, 14, 5, 553-564. doi: 10.1080/13562510903186774. – reference: McConnell, D. (2000). Implementing computer-supported cooperative learning (2nd ed.). London: Kogan Page. – reference: Njenga, J. K. & Fourie, L. C. H. (2010). The myths about e-learning in higher education. British Journal of Educational Technology, 41, 2, 199-212. doi: 10.1111/j.1467-8535.2008.00910.x. – volume: 10 year: 2005 article-title: Researching internet‐based populations: advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services publication-title: Journal of Computer‐Mediated Communication – year: 2009 – volume: 29 start-page: 208 issue: 2 year: 2010 end-page: 220 article-title: Response rates and data quality in web and mail surveys administered to PhD holders publication-title: Social Science Computer Review – volume: 26 start-page: 132 issue: 2 year: 2010 end-page: 139 article-title: Factors affecting response rates of the web survey: a systematic review publication-title: Computers in Human Behavior – start-page: 141 year: 2004 end-page: 154 – year: 2005 – start-page: 62 year: 2007 end-page: 76 article-title: Faculty 2.0 – year: 2002 – year: 2007 – year: 2008 – year: 2006 – year: 2003 – year: 2004 – volume: 38 start-page: 95 issue: 1 year: 2007 end-page: 105 article-title: Perils and promises: university instructors’ integration of technology in classroom‐based practices publication-title: British Journal of Educational Technology – year: 2000 – volume: 108 start-page: 1017 issue: 6 year: 2006 end-page: 1054 article-title: Technological pedagogical content knowledge: a framework for teacher knowledge publication-title: Teachers College Record – volume: 14 start-page: 553 issue: 5 year: 2009 end-page: 564 article-title: Displaced but not replaced: the impact of e‐learning on academic identities in higher education publication-title: Teaching in Higher Education – volume: 55 start-page: 627 issue: 6 year: 2006 end-page: 646 article-title: Self‐presentation bias in surveys of teachers’ educational technology practices publication-title: Educational Technology Research and Development – volume: 41 start-page: 199 issue: 2 year: 2010 end-page: 212 article-title: The myths about e‐learning in higher education publication-title: British Journal of Educational Technology – year: 2010 – volume-title: Using everyday numbers effectively in research year: 2006 ident: e_1_2_7_11_1 – volume-title: Cultures and change in higher education: theories and practice year: 2008 ident: e_1_2_7_26_1 doi: 10.1007/978-0-230-36511-7 – volume-title: Implementing computer‐supported cooperative learning year: 2000 ident: e_1_2_7_20_1 – volume-title: Designing and conducting survey research: a comprehensive guide year: 2005 ident: e_1_2_7_25_1 – volume-title: 2010 survey of technology enhanced learning for higher education in the UK year: 2010 ident: e_1_2_7_7_1 – ident: e_1_2_7_14_1 – ident: e_1_2_7_17_1 doi: 10.1007/s11423‐006‐9011‐8 – ident: e_1_2_7_12_1 doi: 10.1080/13562510903186774 – ident: e_1_2_7_4_1 doi: 10.1177/0894439310368031 – volume-title: Improving teaching and learning in higher education: a whole institution approach year: 2005 ident: e_1_2_7_8_1 – ident: e_1_2_7_2_1 doi: 10.1163/9789087905675_017 – ident: e_1_2_7_18_1 doi: 10.4324/9780203458556 – ident: e_1_2_7_9_1 doi: 10.1016/j.chb.2009.10.015 – volume-title: Study of UK online learning year: 2010 ident: e_1_2_7_27_1 – volume: 10 year: 2005 ident: e_1_2_7_28_1 article-title: Researching internet‐based populations: advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services publication-title: Journal of Computer‐Mediated Communication – volume-title: Effective teaching with technology in higher education year: 2003 ident: e_1_2_7_5_1 – ident: e_1_2_7_13_1 – ident: e_1_2_7_21_1 – ident: e_1_2_7_22_1 doi: 10.1111/j.1467-9620.2006.00684.x – volume-title: CAMEL tangible benefits of E‐learning project – final report year: 2007 ident: e_1_2_7_10_1 – volume-title: Transforming higher education through technology enhanced learning year: 2009 ident: e_1_2_7_19_1 – ident: e_1_2_7_6_1 doi: 10.1111/j.1467‐8535.2006.00601.x – ident: e_1_2_7_24_1 doi: 10.1111/j.1467‐8535.2008.00910.x – start-page: 141 volume-title: The routledgefalmer reader in higher education year: 2004 ident: e_1_2_7_3_1 – ident: e_1_2_7_23_1 – ident: e_1_2_7_15_1 – volume-title: e‐Assessment glossary [extended] year: 2004 ident: e_1_2_7_16_1 |
| SSID | ssj0000354 |
| Score | 2.2260566 |
| SecondaryResourceType | review_article |
| Snippet | Although there have been many claims that technology might enhance university teaching, there are wide variations in how technology is actually used by... |
| SourceID | proquest eric crossref wiley istex |
| SourceType | Aggregation Database Index Database Enrichment Source Publisher |
| StartPage | 748 |
| SubjectTerms | British College Faculty Computer Attitudes Computer Software Departments Education Educational Technology Intellectual Disciplines Learning Pedagogy Perception Perceptions Policies Teacher Attitudes Teacher Surveys Teaching Teaching Methods Technology Uses in Education Technology utilization Universities University professors Web Sites |
| Title | "Virtually mandatory": A survey of how discipline and institutional commitment shape university lecturers' perceptions of technology |
| URI | https://api.istex.fr/ark:/67375/WNG-RSKKZB1G-N/fulltext.pdf https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fbjet.12051 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1030541 https://www.proquest.com/docview/1535931825 https://www.proquest.com/docview/1559644915 https://www.proquest.com/docview/1671587279 |
| Volume | 45 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LbxMxELaq9sKFd8VCiYxASCBttA_bu4u4JJC0SkUOpYUKCa1sr1cNTZNoH0A55cw_QII_l1-Cx_toilAluFnyrGV7Z-zP42_GCD1J9cIoSZDaDleOrXco346SlNqMhdyRyk8CBtHIb8Zs74iMjunxBnrZxMJU-SFahxtYhlmvwcC5yNeMXHxSRdf1HBM_DWQtQEQHa7mjfFqlYIYsiBro1LlJgcZz8eml3agmPG_B_H69hDjXcavZeIY30MemyxXf5LRbFqIrv_2RzfF_x3QTXa8RKe5VKnQLbajZbXjMuSZ-3EHfV8uf7yYZBJpMz_EZuB7gZn61_PUC93BeZp_VOZ6n-GT-BbdBvgprOTypqQjG34h1b84mhtWO8xO-ULhsWSF4Wt1lZPlq-QMvLtg20HDRuv_voqPh4PDVnl0_4WBLwnzX9hLOKOHcpcIXaeIlyk145OoCh4NWIJgTyZSmnmA0iFLhelwjCi6JCEMqpedvo83ZfKbuIRwJRxHphTRNGRHCEYmUYeII5gW6BSIt9Kz5lbGs85vDMxvTuDnnwOzGZnYt9LiVXVRZPf4qtQ0a0UoMRvAmGyW64qnRkbaGZ6dAkAto_H68Gx-83d__0Hd347GFdholiuu1IY_1HkMjvZR61EKP2mpt1XBVw2dqXoIMjTRSjdyrZFjg0lDjz8hCz41WXTGWuD8aHJrS_X8RfoCuaYRIKn7yDtosslI91CisEB201eu_7g87xuo6xu_wG9d7Ndk |
| linkProvider | Wiley-Blackwell |
| linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V3LbhMxFLWqdgEb3hVDCxjxkECaaF72zCCxaGnaNGmzKCmt2Ay2x6OmTZNoHpSwypo_QIJP4Ff4iHwJvvNqilAlFl2ws-Qra2zf19jH5yL0LFKOUThupBtMGrqKULbuhxHRKfWYIaQduhReI-92aWvfaR-SwwX0s3oLU_BD1AduYBm5vwYDhwPpOSvnxzJtmJbSqhJT2ZGTM_XHlrzZ3lDb-9yyNpu9ty29LCqgC4fapm6FjBKHMZNwm0ehFUozZL6pGgxSf5dTwxcRiSxOietH3LSYinFMONzziBDAc6A8_hKUEAeq_o29ObYqmxSkz8C7qFKrkg0VgEPn33oh_pUQ6yXY0c8Xctz5TDkPdZs30a9qkQqEy0kjS3lDfPmDP_K_WcVb6EaZdOO1wkpuowU5vAP1qktsy130dTb9_r4fw1uawQSfwukKgA9m0x-v8RpOsviTnOBRhI9GZ7h-xyyxksP9Em2RH6liNf3Tfg7cx8kRG0uc1cAXPCiua-JkNv2Gx-eAIhg4rW847qH9K1mKZbQ4HA3lfYR9bkhHWB6JIupwbvBQCC80OLVcNYIjNPSy0p1AlBTuUElkEFS_crCbQb6bGnpay44L4pK_Si2DCtYSzTaUnSOO6niRK2Xdw-ITwAC6JDjobgV77zqdD-vmVtDV0GqltUHp_pJAhVHiq2hhEQ09qbuV44LbKDaUowxkiK-Scd-8TIa6JvFUiu1r6FWuxpfMJVhvN3t568G_CD9G11q93Z1gZ7vbWUHXVULsFHDsVbSYxpl8qJLOlD_KTR2jj1dtFb8B9zmSvw |
| linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V3dbtMwFLamTULc8D9RGGDEjwRSqiS1nQSJi42221qo0Nhg4ibYjq2VdW3VH0a56jVvgARvwKvwEn0SzknSrENoEhe74M6Sj6zYPn-xP3-HkIcWHKNmgXVcaVwHIlTFiRLLHSFC6WpTSQKBr5FftcTWHmvs8_0l8nP-FibjhygO3NAyUn-NBt5P7IKRq49mVPZ8UKocUtk0k2P4YRs-367C7j7y_Xpt98WWk9cUcDQTFc_xEyk4k9LjqqJs4ifGS2TkQUNi5h8o4UbacusrwYPIKs-XEOKkZioMudZIcwAOf4WBGBaKqO4skFVVeMb5jLSLkFnlZKiIGzr51lPhL0dYr-CGfj6V4i4mymmkq18mv-ZrlAFcDsvjkSrrL3_QR_4vi3iFXMpTbrqe2chVsmS617BadY5suU6-zqbf37YH-JKmM6FHeLaC0IPZ9Mczuk6H48EnM6E9Sw96x7R4xWwoyNF2jrVID1QpzP6oncL26fBA9g0dF7AX2skuawbD2fQb7Z_AiXDgUXG_cYPsnctSrJLlbq9rbhIaKdcw7YfcWsGUclWidZi4SvgBjMB0iTyZq06scwJ3rCPSiec_cribcbqbJfKgkO1ntCV_lVpFDSwkag0sOscZdDxOdbLokYNDRAAGPH7X2ox33jSb7ze8zbhVImtzpY1z5zeMIYjyCGKFz0vkftENbgvvomTX9MYowyNIxSPvLBkReDyEBDsqkaepFp8xl3ijUdtNW7f-RfgeufC6Wo9fbreat8lFyIZZhsVeI8ujwdjcgYxzpO6mhk7Jh_M2it-zmJFu |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=%22Virtually+mandatory%22%3A+A+survey+of+how+discipline+and+institutional+commitment+shape+university+lecturers%27+perceptions+of+technology&rft.jtitle=British+journal+of+educational+technology&rft.au=Shelton%2C+Chris&rft.date=2014-07-01&rft.issn=0007-1013&rft.eissn=1467-8535&rft.volume=45&rft.issue=4&rft.spage=748&rft.epage=759&rft_id=info:doi/10.1111%2Fbjet.12051&rft.externalDBID=NO_FULL_TEXT |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0007-1013&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0007-1013&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0007-1013&client=summon |