Bible and Christian College Faculty Perceptions of Multimedia Technologies As Instructional Tools

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Warren Ortloff

Advisor Department

Educational Leadership and School Counseling


Multimedia technologies allow instructors to combine text, sound, graphics, video and animation in order to present course material. As these technologies continue to advance in capabilities, faculty and administrators at institutions of higher education are able to discover more ways of enhancing teaching and learning. The purpose of this study was to identify and examine faculty perceptions of multimedia technologies as teaching and learning tools. From 16 Bible and Christian colleges in the United States, 333 instructional faculty participated in the study. A survey was used to identify specific faculty perceptions about multimedia technology use in instruction. Descriptive statistics and analytical statistics such as one-way ANOVA tests, a West, a Chi-square analysis, and a multiple linear regression were used to report the results of this study. The results of this study showed that Bible and Christian college faculty agree on most types of perceptions. Faculty agreed that the use of multimedia technologies did have an effect on instruction and student learning. They agreed that they did want assistance and training on how to use multimedia technologies. They were also aware of the multimedia technologies available at their institution. Faculty agreed that they were willing to work with peer faculty in giving, as well as receiving assistance with using multimedia technologies. Most faculty members reported that they have used multimedia technologies and plan to use multimedia technologies in the future. These faculty members also intended to use multimedia technologies at the front of the classroom for lecturing and presenting course materials. Over half of the faculty respondents indicated that they would use multimedia technologies in individual student use for independent learning. The study also revealed that there were statistically significant differences in Bible and Christian college faculty perceptions concerning the use of multimedia technologies among the major fields of concentrations. For example, the significant differences found for perceptions concerning the impact of using multimedia technologies in instruction indicated that fewer faculty who taught in General Studies perceived that using multimedia technologies had an effect on instruction than faculty who taught in Bible and Theology, Physical and Medical Sciences, Social Sciences and Business. A multiple linear regression indicated that the variables of gender, length of employment, age, and experience (comfort level) with multimedia technologies did relate to faculty perceptions concerning the use of multimedia technologies. The shorter the employment and the more comfortable the faculty members were with multimedia technologies, the higher they perceived using multimedia technologies to be effective in instruction and learning. The results of this study will provide knowledge for the development and implementation of multimedia technologies in the Bible and Christian college classroom. With this knowledge, more effective technological tools for instruction may be chosen and proper training for faculty can further be developed.