Abstract:
Technology use in the online, face-to-face, or blended classroom offers many methods for presenting learners with content that is geared toward improving their mastery of a concept, process, or procedure. Recent advances in technology have given learners the ability to access this content at any time and from any place they have an Internet connection. Not all faculty members use technologies for the classroom, or use them at a level they find satisfactory. The problem is that little is known about what factors influence the innovation adoption process. This case study uses exposure to the Quality Matters (QM) rubric standards as a common frame of reference from which the adoption or rejection of educational innovation is examined. Case study methodology is used to examine the context and conditions surrounding knowledge of QM materials and a comparison of courses is made to determine changes that occurred prior to and following introduction to the rubric. Grounded theory methods were used to discover themes that emerged from experiences reported by members of the faculty who attended learning sessions that discussed the quality classroom and QM rubric. This study produced an enhancement to Rogers’ (2003) innovation-decision model to inform the development of theory regarding the innovation implementation process in higher education. It suggests supports for teaching faculty as they work to effect change in their courses and improve the instruction they offer to students.
