摘要：The adoption of teaching and learning technologies is an innovation that challenges the structure, culture and practice of modern research universities. This paper documents quantitatively and qualitatively the attitudes, skills and behavior of the faculty related to the use of instruc- tional technology at a large Canadian research university. The data was gathered from a survey (n = 557) of teaching faculty. The data is ana- lyzed with respect to Roger's (1995) categories of adoption of innova- tion differentiating "Earlier Adopters" (EAs) from "Mainstream Faculty" (MF). The paper discusses four factors that have tended to create a "chasm" between these two groups and discusses strategies for reducing the chasm and providing support and incentive for all faculty in the adoption of instructional technologies.
