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In this coffee drop, Jared shares with Rob research on the perception of innovation adoption in higher education and how it could inform the current perceptions of Generative AI.
View a transcript of this week's episode.
Resources
- Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71–80.
- Head, A. J., & Eisenberg, M. B. (2010). How today’s college students use Wikipedia for course-related research. First Monday, 15(3).
- Lim, S. (2009). How and why do college students use Wikipedia? Journal of the American Society for Information Science and Technology, 60(11), 2189–2202.
- Mitchell, L. D., Parlamis, J. D., & Claiborne, S. A. (2015). Overcoming faculty avoidance of online education: From resistance to support to active participation. Journal of Management Education, 39(3), 350–371.
- Perkins, M., Roe, J., & Furze, L. (2025). Reimagining the Artificial Intelligence Assessment Scale (AIAS): A refined framework for educational assessment. Journal of University Teaching and Learning Practice, 22(7).
Shata, A. (2025). “Opting out of AI”: Exploring perceptions, reasons, and concerns behind faculty resistance to generative AI. Frontiers in Communication, 10, 1614804. - Simkute, A., Kewenig, V., Sellen, A., Rintel, S., & Tankelevitch, L. (2025). The new calculator? Practices, norms, and implications of generative AI in higher education [Preprint]. arXiv.
- Waits, B. K., & Demana, F. (2001). Calculators in mathematics teaching and learning: Past, present, and future. Part 2: Technology and the mathematics classroom. National Council of Teachers of Mathematics.
- Willie, M. M. (2026). From calculators to artificial intelligence: A multi-level framework for technology adoption and resistance in education and organisations. Computing and Artificial Intelligence, 4(1), Article 3958.
- FOCUS Blog - Cedarville University CTL
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View a transcript of this week’s episode.
Resources
FOCUS Blog - Cedarville University CTL
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