John Hirschbuhl’s research while affiliated with University of Akron and other places

Computer self‐efficacy is a significant factor that differentiates adopters and non‐adopters of computer technology among university faculty. Faculty who judge themselves unable to use computers effectively and confidently will not adopt them in the classroom even when the hardware and software are available to them. In this case study, a program was designed and implemented to enhance faculty computer self‐efficacy. Using Bandura's four sources of efficacy information as a guide, the program consisted of showcases, seminars, workshops and funding. The in service program had a positive impact on both faculty and administration. The in service program was a cost‐effective way for administrators to support faculty in the use of computer technology in instruction. The faculty gained confidence and enhanced their computer self‐ efficacy resulting in a community of faculty with shared interests in using computers in the classroom. Components of the program, its evaluation and recommendations for implementation are discussed. Higher education cannot realize the potential impact of computer technology until faculty are comfortable using technology for instructional activities. Current computer hardware and related information technologies are now faster, possess greater memory, and are available at lower costs than their predecessors. Faculty in higher education can and should make imaginative use of these technologies to enrich the learning environment and support student learning. Many faculty are sufficiently comfortable with the technology to use it in the classroom; however, many others are not. Indeed, the pace of the information revolution has left many faculty members bewildered and unsure of how or when they can utilize this ever‐changing phenomenon. Academic administrators must, therefore, develop mechanisms to help faculty become comfortable with the use of computers in their instructional activities (Olivier and Shapiro, 1993). The purpose of this article is to describe an in service program designed to improve instructional computer use by faculty at a university campus. The authors found that computer self‐efficacy is related to adoption among the faculty on this campus as it is at others (Faseyitan and Hirschbuhl, 1992). Therefore, the program objective was to enhance the computer self‐efficacy of the faculty and their desire to integrate computers into instruction. First, we establish how improved self‐efficacy is linked to computer usage in instruction, establishing the framework for the in service program. Next, a detailed description of the program is presented. Finally, we present an evaluation and an assessment of the impact of the in service program on the self‐efficacy of faculty at our campus.