Assessing Lecturers’ Acceptance towards Online Learning System: The Institutional Theory Perspective

Abstract

This research aims to assess the lecturers’ acceptance level in using the Online Learning System (SPADA). The<div>institutional theory is an extension of the Technology Acceptance Model (TAM), which is it analyzed variables of</div><div>perceived usefulness, perceived ease of use, coercive pressure, normative pressure, mimetic pressure and behavior</div><div>intention. This research used quantitative research design with survey method. Meanwhile, the sampling technique</div><div>used cluster random sampling. The respondents of this research were lecturers who had applied SPADA at a state</div><div>university in Central Java. In this research, the assessment of the questionnaire used the Likert scale. Besides, the</div><div>tests used instrument test, classic assumption test, multiple regression analysis, and hypothesis testing by using SPSS.</div><div>The result shows that from the six hypotheses that had been tested, the hypotheses of H1, H2, H3, H4 have no</div><div>significant influence and the hypotheses of H5 and H6 have significant influence. It means the lecturers who have high</div><div>social status are influencing others lecturers who have low social status in adopting SPADA although all variables have</div><div>contribution in influencing the lecturers on behavior intention to adopt SPADA. It indicates the social factor is being</div><div>attention in analyzing behavior intention in adopting technology.</div>

What should we evaluate when we use technology in education?

“…Institutional theory points out that beliefs, attitudes, and behaviours of individuals and organizations are strongly influenced by various networks and interactions in a social context (Scott, 2014). Researchers applied this theory to investigate e‐learning adoption (Jan et al, 2012), examine the effectiveness of assessment technologies (Burch, 2010) or assess the lecturers' acceptance towards online learning system in South East Asia (Kusuma et al, 2020). However, these theories in and of themselves do not relate specifically to the educational technology field and do not provide direct guidance on how to evaluate the use of technology in education, resulting in a potential disconnect between theory and educational technology evaluation practices.…”