Interior Design Faculty Intentions to Adopt Distance Education

Abstract

The purpose of this study was to assess whether behavioral modeling (via CD–ROM demonstration) could affect a change in interior design educators’ perceptions of distance education. The diffusion of innovations conceptual framework suggests that perceptions of an innovation's attributes will predict an individual's intent to adopt that innovation; using the diffusion of innovations framework suggest a manner to assess the acceptability and adoption of distance education by faculty members teaching in the arts. Little research has been conducted to assess distance education, or to better understand the limited participation in distance education efforts by faculty members in the arts (Abacus Associates, 2000). The sample for this study included 67 self–selected interior design faculty members from across the United States who had no previous experience with distance education. A Solomon four–group experimental design was used with a questionnaire that addressed the attributes (i.e., relative advantage, compatibility, trialability, complexify, and observability) of an innovation (i.e., distance education) and assessed intent to adopt that innovation. A 15–minute CD–ROM presentation demonstrating Web–based studio instruction served as the experimental treatment. Findings indicated that four components of this study—relative advantage, compatibility, trialability, and intent to adopt—have significant impact on interior design educators’ perceptions of distance education. Changes and strategies that may reduce educators’ resistance to adopt distance education into interior design curricula are suggested.