{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/1635"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/1635","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"Adoption of new technologies in instructional design: a case study of communications faculty at Florida Community College at Jacksonville integrating an instructional web-based writing tool, my ACCESS into communications courses","abstract":"The purpose of this study was to gather the perceptions of faculty in focus groups and individual interviews as they adopt new technology over time. My ACCESS, a Web based instructional writing tool was introduced to the faculty during the course of the four-month study. A frustration often conveyed by faculty in dealing with technology is time and the technical expertise required to understand computer-based technology and its relevance to improving the teaching and learning process, compounded by the problem of having little or no research data available to support the claims of its effectiveness (Dawes, 2001). Specifically, this study presents data that has been collected, recorded, and analyzed for the purpose of describing the adoption process of how communications faculty at Florida Community College at Jacksonville (FCCJ) adopt new technology over time. Full-time communications faculty who teach writing in their courses (Reading, English, Developmental, Adult Basic Education, and GED) were included in the study. Instructional design theories (adoption, learning, and motivation theories) were compared to the perceptions and experiences of the communications faculty that participated in the study.","abstract_html":"The purpose of this study was to gather the perceptions of faculty in focus groups and individual interviews as they adopt new technology over time. My ACCESS, a Web based instructional writing tool was introduced to the faculty during the course of the four-month study. A frustration often conveyed by faculty in dealing with technology is time and the technical expertise required to understand computer-based technology and its relevance to improving the teaching and learning process, compounded by the problem of having little or no research data available to support the claims of its effectiveness (Dawes, 2001). Specifically, this study presents data that has been collected, recorded, and analyzed for the purpose of describing the adoption process of how communications faculty at Florida Community College at Jacksonville (FCCJ) adopt new technology over time. Full-time communications faculty who teach writing in their courses (Reading, English, Developmental, Adult Basic Education, and GED) were included in the study. Instructional design theories (adoption, learning, and motivation theories) were compared to the perceptions and experiences of the communications faculty that participated in the study.","abstract_has_math":false,"creators":["Moore, Mable J."],"institution":"The University of Texas at Austin","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Educational Administration","degree_department":null,"school":null,"contributors":[],"advisors":["Moore, William"],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005","date_published":"2005","updated_at":"2026-07-24T05:01:16Z","subjects":[],"languages":["eng"],"rights":["Copyright is held by the author. 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