Exploring teacher acceptance of e‐learning technology

Yuen, Andrea; Will, W. K.

doi:10.1080/13598660802232779

Cited by 284 publications

(230 citation statements)

References 31 publications

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“…This finding is consistent with recent studies that examined the influence of attitudes towards computer use among pre-service teachers in other countries (Teo, 2009(Teo, , 2011Yuen & Ma, 2008). In addition, the results show that attitudes towards computer use had mediated the effect of perceived usefulness and perceived ease of use on behavioural intention to use technology.…”

Section: Antecedents Of Behavioural Intentionsupporting

confidence: 82%

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Teo

Milutinović

2015

AJET

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This study aims to examine the variables that influence Serbian pre-service teachers' intention to use technology to teach mathematics. Using the technology acceptance model (TAM) as the framework, we developed a research model to include subjective norm, knowledge of mathematics, and facilitating conditions as external variables to the TAM. In addition, we investigated the influence of gender and age on the behavioural intention to use technology. With data gathered from 313 participants using a survey questionnaire, structural equation modelling (SEM) analysis revealed that the proposed model in this study has a good fit and accounted for 5.4% of the variance in the behavioural intention to use technology. Pre-service teachers' attitudes towards computers were found to be the only factor with direct influence on the intention to use technology. All other factors were found to have an indirect influence. Using multiple indicators, multiple causes (MIMIC) modelling, pre-service teachers' intention to use technology was not found to be significantly different by age and gender. Various contributions to research and implications for teacher training are discussed. IntroductionIn today's world, when society is shifting from an industrial towards an information or knowledge society, it is important for students to develop lifelong learning skills, often referred to as a capacity of "learning to learn" (Anderson, 2008, p. 19 Education, 2007). In preparing for these skills, the appropriate use of technology by teachers in education is crucial.Despite the strong presence of information and communication technology (ICT) in classrooms all over the world, studies have shown that ICT is underused (Mueller, Wood, Willoughby, Ross, & Specht, 2008;Ruthven, 2009). In Serbia, one reason for the low ICT usage for teaching and learning is teachers' lack of sophisticated knowledge to support effective technology integration (Kadijevich, 2012). However, this situation is mitigated by younger teachers, who have demonstrated their attempts at teaching mathematics in primary and secondary schools in Serbia (Dimitrijević, Popović, & Stanić, 2012).Serbia is a south-eastern developing country in Europe with a population of 7.12 million. Free education is provided for children between ages 7 and 15 (grades 1-8) and those between ages 15 and 19 to attend elementary and secondary schools, respectively, although the latter is not compulsory by law. Depending on the grade level and subject, elementary and secondary school teachers receive their training at the relevant faculties in universities (UNESCO, 2011). All teachers have to complete their training in pedagogy and subject content at master's level before taking up appointments in schools. Among the goals of Serbian education are that students across all levels should be provided with opportunities to acquire high quality knowledge and skills and attitudes, including linguistic, mathematical, scientific, artistic, cultural, technical, and computer literacy skills necessary for life in ...

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Section: Antecedents Of Behavioural Intentionsupporting

confidence: 82%

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Teo

Milutinović

2015

AJET

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“…Although inconsistent with the studies of Abbad et al, (2009), Davis (1989, Park (2009), Venkatesh and Davis (1996), Wang and Wang (2009) and Yuen and Ma (2008), who found that self-efficacy is an important determinant of perceived ease of use, our findings could mean that today's learners enter colleges with greater knowledge and experiences of information and communication technologies than their predecessors did as a result of the continuing spread of computer and Internet across the educational settings. Thereby, learners' self-efficacy is improving day by day.…”

Section: Discussioncontrasting

confidence: 56%

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

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There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students' behavioral intention to use LMSs at a two-year postsecondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use.Perceived ease of use exerted a direct influence on perceived usefulness, as well. Moreover, perceived usefulness had a great influence on behavioral intention to use LMSs. As a final point, self-efficacy did not take a position in the model due to its insignificant relationships with the other constructs. It is suggested that an increase in the multimedia features and interactivity of the system could lead to higher perceived usefulness and ease of use among learners, and both factors add to learners' perceived satisfaction which in turn increases their engagement.

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“…Several studies have found SE to be an important determinant that directly influences the user's behavioural intention and actual usage of IT (Downey, 2006;Shih & Fang, 2004;Guo & Barnes, 2007;Yi & Hwang, 2003;Hernandez, Jimenez, & Jose Martin, 2009) and e-learning acceptance (Chang & Tung, 2008;Yuen & Ma, 2008;Park, 2009;Vijayasarathy, 2004;Chatzoglou et al, 2009;Roca, Chiu, & Martínez, 2006;Darawsheh et al, 2016). On the contrary, Venkatesh et al (2003) did not find a casual direct relationship between SE and BI.…”

Section: E-learning and Self-efficacymentioning

confidence: 41%

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

Tarhini¹,

Elyas²,

Akour

et al. 2016

HES

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The main aim of this paper is to develop an amalgamated conceptual model of technology acceptance that explains how individual, social, cultural and organizational factors affect the students' acceptance and usage behaviour of the Web-based learning systems. More specifically, the proposed model extends the Technology Acceptance Model (TAM) to include four constructs namely, Quality of work life; Social Norm; Facilitating Conditions and self-efficacy. In addition, Individual differences-namely, age, gender, and experience-are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. A comprehensive understanding of this model will provide valuable insights into the factors that influence the acceptance or resistance of web-based learning system by intended users and offers opportunities for future research in understanding the acceptance of technology. Further, understanding these variables is helpful for instructors to design meaningful educational activities to promote student knowledge construction and make learning more effective and appealing.

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Exploring teacher acceptance of e‐learning technology

Cited by 284 publications

References 31 publications

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

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