Conditions influencing faculty members' stages of concern and levels of implementation of online learning technology at e-learning centres in Iranian Universities

The main objectives of this study were to determine: (i) the conditions that facilitate the implementation of online learning technology among faculty members at e-learning centres in Iranian universities, (ii) the stages of concern towards the use of online learning technology, (iii) the levels of implementation of online learning technology, (iv) the relationship between the levels of implementation and the stages of concern towards the use of online learning technology, (v) the relationship between conditions and the faculty members’ stages of concern towards the use of online learning technology, (vi) the relationship between conditions and the levels of implementation of online learning technology, (vii) the relationship between conditions, levels of implementation and the stages of concern towards the use of online learning technology, and (viii) the final model to show the relationship between conditions, levels of implementation and the stages of concern towards the use of online learning technology among the faculty members at e-learning centres in Iranian universities. This study has relied largely on the survey methodology. The instrument used was in the form of a computerized self-administered questionnaire that was accessible via the Internet (http://iranform.com/). Data were analyzed descriptively (frequency, mean and standard deviation) and inferentially using Analysis of Moment Structure (AMOS) version 16 and the Statistical Package for the Social Science (SPSS) version 16. A total of 220 faculty members were randomly selected from ten e-learning centres in Iranian universities as the research samples. The questionnaire was divided into four sections: (a) demographic factors, (b) conditions facilitating technology implementation, (c) stages of concern towards online learning technology, and (d) levels of online learning technology implementation. Findings of the study indicated that all of the conditions were present, however the degree of presence varied. The condition found to be most present was dissatisfaction with status quo, while the least present was the condition availability of resources. Findings related to stages of concern found that majority of the faculty members had intensity peaks at the impact-concern stages. This was followed by faculty members at the task-concern stage and self-concern stages. Findings related to levels of implementation of online learning technology among faculty members demonstrated that over a quarter of them were at the mechanical integration level. This was followed by the faculty members at the routine integration level and the infusion level, with the remainder being at the awareness,exploration, expansion, and refinement stages. No non-user was found. Results of the study indicated that there was a significant and positive relationship between LoTi and SoC. Based on the value of the path coefficient which indicated the strength of the relationship between the constructs, SoC was found to be the most significant factor. Results of the study also showed that the conditions availability of time, existence of rewards or incentives and participation expected and encouraged were found to have significant positive relationships with SoC. Although the conditions existence of knowledge and skills, availability of resources, commitment by those involved, dissatisfaction with the status quo, and leadership were evident, they were found not to be significantly related to SoC. Based on the Structural Equation Modelling (SEM) results, the conditions availability of time, existence of rewards or incentives, and participation expected and encouraged, were found to be indirectly related to the LoTi, and being mediated by the SoC. The conditions dissatisfaction with the status quo and existence of knowledge and skills, were found to have significant relationships with LoTi. On the contrary, availability of resources, availability of time, existence of rewards or incentives, participation expected and encouraged, commitment by those involved, and leadership were found to be not significantly related to LoTi.

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