An assessment of collegiate instructors’ perceptions of the use of web-conferencing for online instruction


Sun, Yan

Committee Member

Beriswill, Joanne

Committee Member

King, Stephanie B.

Committee Member

Yu, Chien

Date of Degree


Original embargo terms

Visible to MSU only for 2 years||forever||5/15/2022

Document Type

Dissertation - Open Access

Degree Name

Doctor of Philosophy


This study examined online collegiate instructors’ perceptions of web-conferencing as an online instructional tool and as a tool for creating social presence and teaching presence and their perceptions of barriers discouraging them from using web-conferencing in online instruction. Adopting a quantitative survey research design, this study collected and analyzed survey data from 62 instructors who facilitated online instruction at a major university in northeastern Mississippi. The researcher developed the Assessment of Collegiate Instructors’ Perceptions of the Use of Web-Conferencing for Online Instruction questionnaire and administered the questionnaire via Survey Monkey to collect data of the participants’ demographic information and their perceptions about web-conferencing. Four research questions guided this study. Descriptive statistical analysis using frequencies, percentages, means, and standard deviations, independent samples t-tests, and a Mann-Whitney U test were used to analyze the data to answer the research questions. The results of this study revealed that collegiate instructors who use web-conferencing in their online instruction have a better perception of web-conferencing as an instructional tool and as a tool for creating social and teaching presence than instructors who do not use web-conferencing. This study also shows that online collegiate instructors using web-conferencing have lower perceptions regarding barriers of using web-conferencing than those not using web-conferencing. In addition, the results from the study indicated that gender affects online collegiate instructions’ perceptions of web-conferencing as an instructional tool and as a tool for creating social and teaching presence, with female instructors having better perceptions than male instructors. The findings from this study contribute to the literature of online instruction and web-conferencing research by providing empirical evidence supporting Rogers’ (1995; 2003) innovation diffusion model and pointing out the directions for future efforts to promote online collegiate instructors’ adoption of web-conferencing. Based on the findings, this study made recommendations for future research and for facilitating adoption of web-conferencing by online collegiate instructors.



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