Cook, R., Ley, K., Crawford, C., & Warner, A. (2009). Motivators and Inhibitors for University Faculty in Distance and E-Learning. British Journal of Educational Technology, 40(1), 149-163. Retrieved from EBSCOhost. This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases..

This teacher has compiled many free web 2.0 technologies and organized them by category. Though it appears to be geared toward a K-12 audience, I think many of the technologies would be applicable in the higher ed setting.

This might be useful... This study seeks to measure student acceptance of tablet computers on a college campus where students (mostly 1st years) were issued tablet-style computers for technology integration in the curriculum.