Barriers to Participation in Electronic Technology Courses Encountered by University Teachers

The present research identified major barriers of Isfahan University teachers participation in electronic technology courses. A second goal of this study was to examine the effects of characteristics and demographics of university teachers on these barriers. In this research problems and barriers fell into three distinct categories: personal, perceptual, and contextual. A questionnaire was designed on the basis of these three categories. This was administered to 50 university electronic teachers. Data were analyzed by descriptive and inferential statistical indexes. The results indicated that compared with personal barriers (weighted mean: 2. 71), and perceptual barriers (weighted mean: 3. 02), contextual barriers (weighted mean = 3.2) appeared to be the strongest deterrent category. In addition, the university teachers characteristics and demographics appeared to have impact on non participation. More specifically the effects of university teachers rank, degree level, and gender on potential deterrence of personal, perceptual, and contextual barriers were statistically significant. Finally, the researchers discussed policies that could raise university teachers participation in electronic courses.