Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems

“…In the field of elearning, TAM could not only be used for predicting adoption behavior, but also for measuring the learning satisfaction, continuous intention to use e-learning (Pereira, Ramos, Gouvêa, & Costa, 2015), loyalty to elearning (Sánchez-Franco, Peral-Peral, & Villarejo-Ramos, 2014), course outcomes, and academic performance using e-learning (Arbaugh, 2014). The features of technology: interactivity, personalisation, accessibility, mobility, and the choice of media to present the contents (Agudo-Peregrina, Hernández-García, & Pascual-Miguel, 2014); individual characteristics such as personal innovativeness in information technology, computer self-efficacy, and demographic variables (Chow et al, 2013;Thatcher & Perrewe, 2002);the course characteristics of learning resources, course content, tutor quality, and course quality (Persico, Manca, & Pozzi, 2014;Teo, 2014); and other variables such as social influence (or social norm) and flow (Wu & Zhang, 2014), are incorporated into TAM to enhance the understanding of adopting. In summary, TAM has been widely used in predicting e-learning adoption and proved to be robust.…”

Section: Theoretical Background Technology Acceptance Modelmentioning

confidence: 99%

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

Zhang

Yin

Luo³

et al. 2016

AJET

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Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners' MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by incorporating perceived learner control, e-learning self-efficacy, and personal innovativeness in information technology (PIIT) into the original technology acceptance model (TAM). With the empirical data from 214 MOOC learners, the effects of perceived learner control on perceived usefulness and perceived ease of use are confirmed. E-Learning self-efficacy is found to have positive influence on perceived learner control and ease of use. While the effect of PIIT on perceived learner control is not supported, PIIT influences learners' perception of usefulness and ease of use. Furthermore, a comparison between foreign and native MOOC platforms shows the former should emphasize ease of use more, and the latter should emphasize usefulness more, to enhance their attractiveness.

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“…Collaboration in teaching involves educators planning and working together to efficiently produce learning materials to the students (Dedea 1996 ;Persico et al 2014 ).…”

Section: Some Of the Types Of The Traditional Methods In Collaborationmentioning

confidence: 99%

Conceptualising a Framework in Evaluating a Collaboration Model Using Technology for Developing Lesson Contents

Nair

Nathan

Ramchand

2015

Taylor’s 7th Teaching and Learning Conference 2014 Proceedings

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Technology adoption in collaborative teaching is a subject area that has been gaining popularity among researchers lately. The factors that infl uence the acceptance in using collaboration technology to perform a task are closely related to the factors that have the potential to infl uence adoption. These acceptances to use technology correspond directly to core underpinnings of perceived usefulness, perceived ease of use, and attitude towards using technology, respectively. Hence, this study aims to use the Technology Acceptance Model (TAM) as the basis to test the community acceptance of TEGpedia collaboration model for developing lesson contents. TEGpedia collaboration model is a proposed model that can be adopted by institution of higher learning in managing lesson plan and materials more effi ciently by collaborating effectively.

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Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems

Cited by 177 publications

References 19 publications

Travellers’ acceptance of consumer-generated media: An integrated model of technology acceptance and source credibility theories

Travellers’ acceptance of consumer-generated media: An integrated model of technology acceptance and source credibility theories

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

Conceptualising a Framework in Evaluating a Collaboration Model Using Technology for Developing Lesson Contents

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