Abstract :
The purpose of this study was to determine China Agricultural University’s
(CAU’s) faculty adoption behaviour about web-based distance education
(WBDE). Rogers’ (2003) model of five stages in the innovation–decision process
was adopted and modified as the theoretical base for the study. Quantitative
research was employed and the research design for the study was descriptive
in nature. The results of data analysis found that about 70% of participating
CAU faculty (
N
=
273) stayed in early stages in the innovation–decision process
related to WBDE (no knowledge, knowledge, or persuasion) and about 30%
were in later stages (decision, implementation and confirmation). Faculty
members’ stage in the innovation–decision process differed significantly by
their professional area, level of education, teaching experience and distance
education experience. Gender, age and academic rank had no significant
influence on faculty members’ stage in the process.
