Published: 2006
Total Pages: 287
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The work of Geoghegan (1994) and Moore (1991, 2002) suggested that Instructional technology innovations run the risk of failing to diffuse throughout a population of university faculty if different characteristics of adopters of an innovation are not recognized. Rogers (2003) disagrees with Moore and Geoghegan about the presence of a chasm in a population of adopters of an instructional technology innovation. This study examined the chasm in terms of a set of seven pairs of characteristics. Specific attributes were synthesized for the characteristics. This study tests the presence of a chasm in a setting where an instructional technology innovation, Blackboard course management system, had been diffused. Five different sources were used to identify which subjects were assigned to groups to each side of the chasm, the Early Faculty and the Mainstream Faculty. Questionnaires and extensive interviews and were used to collect data. The results indicated that: 1. The chasm was irregular; 2. The characteristics were to some extent were useful in identifying the differences between Early Faculty and Mainstream Faculty; 3. Implications for this study were examined for technical support and professional development. These findings indicated that professional development and technical support must be provided not with a one size fits all approach, but in a far more targeted fashion, based on the needs of the individual adopters; 4. In this particular innovation, little evidence of disruption or alienation was found. 5. Collegiality played a major role among the Mainstream Faculty and should be taken into consideration for professional development and technical support.
