Instructor Perceptions of Web Technology Feature and Instructional Task Fit

Troy J. Strader, Diana Reed, Inchul Suh and Joyce W. Njoroge
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Troy J. Strader: College of Business and Public Administration, Drake University, Des Moines, IA, USA
Diana Reed: College of Business and Public Administration, Drake University, Des Moines, IA, USA
Inchul Suh: College of Business and Public Administration, Drake University, Des Moines, IA, USA
Joyce W. Njoroge: College of Business and Public Administration, Drake University, Des Moines, IA, USA

International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2015, vol. 10, issue 3, 52-65

Abstract: In this exploratory study, university faculty (instructor) perceptions of the extent to which eight unique features of Web technology are useful for various instructional tasks are identified. Task-technology fit propositions are developed and tested using data collected from a survey of instructors in business, pharmacy, and arts/humanities. It is proposed that the Web technology features can be classified into three groups. Ubiquity and universal standards are primary features that are useful for supporting all of the teaching tasks. Richness, interactivity, information density, and personalization are contextual features which are each useful for specific tasks. Global reach is of secondary importance for supporting traditional classroom instructional tasks. Support is found for each proposition except universal standards and social technology is not perceived to be as important as anticipated. Implications and conclusions are discussed for learning management system designers, instructors, and educational technology researchers.

Date: 2015
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International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is currently edited by Mahesh S. Raisinghani

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