What Social Cognitive Factors Influence Faculty Members’ Use of Computers for Teaching? A Literature Review

Abstract

Although technology is moving into the classroom, faculty have been reluctant to adopt computers and revise their pedagogy. This literature review explores a range of research papers describing the social cognitive factors that affect a teacher’s choice to use or avoid instructional technology. Based on social cognitive theory and human performance models, there are a number of personal, behavioral, and environmental factors that influence a faculty member’s use of technology. This article concentrates on the personal and behavioral factors of attitude and anxiety, self-efficacy, willingness to make a time commitment and take personal risk, computer competency, beliefs, knowledge, and perceived relevance. Using the theory of self-regulated learning (Zimmerman, 1989), teachers as students can successfully learn to use computers for instruction.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 125 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.