Academic journal article International Journal of Instructional Media

Instructional Uses of Internet Services by Sultan Qaboos University Faculty Members (Part II)

Academic journal article International Journal of Instructional Media

Instructional Uses of Internet Services by Sultan Qaboos University Faculty Members (Part II)

Article excerpt

Internet Uses and Experience

Since experience variable has been divided into three levels: less than 5 years; between 5 and 9 years; and more than 9 years, one-way ANOVA test was used. Table 5 shows the findings.

It is clear from the previous Table that F calculated values of items 2, 5, 6, 7, 15, 20, 24, and 25 are statistically significant at levels <0.05. Interestingly enough, none of them were on the lists of the most recurring uses by the whole sample. In addition, despite the fact that only science faculty members' responses have an effect on these findings, none of their preferred uses was found significant. This implies that neither Internet uses are dependent on years of experience.

To check out the differences sources for these items, Multiple Comparisons Scheffe test was used. The findings are listed in Table 6.

Table 6 shows that items 5, 20 and 24 can be excluded since they are statistically insignificant at levels 0.05. All other items show consistent statistical significance in favor of those faculty members with experience between 5 and 9 years. This finding totally corroborates the work of Becker (2000) and Naquin (2000). Taking in consideration that science faculty members' responses effected such finding, it seems that an experience between 5 and 9 years is a mature service period. In such a period, the faculty member becomes more aware of his/her job duties, rights, and responsibilities enabling him/her to perform effectively and compete with other colleagues in order to provide the best in fields of teaching and research excellence. Attempting to achieve this means that a faculty member, during this period, should develop his/her abilities and skills, specifically in applying new technologies, teaching innovations, and research techniques towards improving his/her academic productivity. Again, applying Internet into theoretical and practical fields of specialization is not only a skill to be acquired, but a tool that can in itself help the faculty member to attain his/her professional goals and increase academic productivity.

This finding suggests that less and old experience faculty members should be encouraged to use Internet in their instruction by means of training to avoid their technophobia and/or technology resistance.

Internet Uses and Academic Rank

Academic rank independent variable was divided into three levels: lecturers and assistant lecturers; assistant professors; and associate professor and professor. One-way ANOVA test was used for the data analysis. Table 7 shows the findings.

As a result of the above Table, only items 14, 28, and 32 F values have no statistical significance at 0.05 levels. On the contrary, F calculated values of most items are statistically significant at levels <0.05. To check out the differences sources for the latter items, Multiple Comparisons Scheffe test was used. The findings are listed in Table 8.

Table 8 shows that all items demonstrate consistent statistical significance in favor of assistant professors. Again, this finding substantiates the reviewed literature (Becker, 2000; Naquin, 2000).

One can mention a point here. SQU academic rank of assistant professor is gained after four years of obtaining the doctoral degree. Only these degrees' holders are typically supposed to teach, and conduct research of course. Therefore, it can be argued that this finding validates to an extent this research finding on experience independent factor since years of experience between 5 and 9 years are generally equal to those years spent in the rank of assistant professor at the university.

To this end, the last research question is answered: statistical significance differences concerning faculty members' responses according to the independent variables of gender, college, experience, and academic rank.

However, this findings indicates the need to intensify the university efforts to make other professional ranks aware of the benefits of using Internet for instructional purposes. …

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