Factors Influencing Intention to Use Web 2.0 in Indonesian Vocational High Schools

Prasojo, Lantip Diat; Habibi, Akhmad; Mukminin, Amirul; Sofyan, Sofyan; Indrayana, Boy; Anwar, Kaspul

doi:10.3991/ijet.v15i05.10605

Cited by 26 publications

(27 citation statements)

References 58 publications

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“…Some studies highlighted Facilitating Conditions as factors that affect the use of technology (Tseng et al, 2019;Mei et al, 2018;Wong, 2016;Sangeeta & Tandon, 2020;Huang, Teo & Zhou, 2017;Teo et al, 2019;Prasojo et al, 2020, Wong, 2016Mtebe, Mbwilo & Kissaka, 2016;McCulloch et al, 2018). Yew and Tan (2020) found out that the most important factor that affected teachers' intention to adopt online educational technologies was the accessibility of infrastructure and learning resources.…”

Section: Facilitating Conditionsmentioning

confidence: 99%

TESL Teachers’ Online Teaching during COVID-19: Preferences of Online Tools and Factors Affecting Behavioural Intention

Ting

Aziz

2021

MJSSH

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The use of online tools has become more prominent as the global lockdown of education institutions in order to slow the spread of the novel coronavirus pandemic (COVID-19). Teachers all over the world resorted to continue the teaching and learning process online using different online tools. In this study, the preferred online tools, and the relationship between the factors of TESL teachers’ use of online tools and their behavioural intention are investigated. A survey was conducted on 56 Malaysian TESL teachers using purposive sampling technique. The data were collected through online survey questionnaires assigned using Google Forms. The findings showed the top 3 major online tools used by TESL teachers were WhatsApp (80.4%), Google Form (71.4%), while Quizizz and YouTube both achieved a 62.5% among the 56 respondents. Regression analysis showed that Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Condition were positive predictors of teachers’ Behavioural Intention to use online tools, with Effort Expectancy being the factor that affects Behavioural Intention the most. Since the findings pointed out that Effort Expectancy was the main factor that influences teachers’ online teaching and learning experience, the ministry of education and online tools developers should ensure the online tools are user friendly to reduce teachers’ burden and hence, encouraging the use of online tools.

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Section: Facilitating Conditionsmentioning

confidence: 99%

TESL Teachers’ Online Teaching during COVID-19: Preferences of Online Tools and Factors Affecting Behavioural Intention

Ting

Aziz

2021

MJSSH

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“…One of the purposes of the current research was to measure and assess a model of factors influencing Indonesian pre-service teachers' satisfaction (ST) and intention to use (IU) the Internet for learning through an extended Technology Acceptance Model (TAM) that has also been discussed in numerous previous studies [e.g., 4,10,22,23]. This current study's path analysis informs that the proposed model is valid and reliable for the context of developing countries, especially Indonesia.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Pre-service Teachers’ Satisfaction and Intention to Use the Internet: A Structural Equation Modeling

Sadikin

Habibi

Sanjaya

et al. 2021

Int. J. Interact. Mob. Technol.

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<p>In the age of digital era where the Internet is playing an important and dominant role, the concern of the higher education to ensure that the Internet within the reach of the students is very important. However, little research has been reported to indicate the success of the concern in Indonesia. Therefore, This study was conducted to assess factors influencing Indonesian PSTs’ satisfaction (ST) and intention to use (IU) the Internet for learning through technology acceptance model (TAM). Data was gathered from a total of 596 pre-service teachers (PSTs) from five universities in Indonesia. The measurement and assessment of the model were developed through a partial least square structural equation modeling (PLS-SEM). The results informed that Indonesian PSTs’ ST was strongly influenced by perceived ease of use (PEU) and IU. Besides, PSTs’ IU was predicted by Attitude (AT), PU and PEU.<em> </em></p>

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“…TAM is a blueprint for how it will be adopted and used by technology users [17]. Another opinion said that TAM gave a recommendation when people use new technology for their activity based on usefulness and ease to use, this recommendation will influence their decision, accepting or rejecting it [18]. Original TAM by Davis [19] is shown in Fig.…”

Section: A Technology Acceptance Modelmentioning

confidence: 99%

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Masril¹,

Ambiyar²,

Jalinus³

et al. 2021

IJACSA

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Acceptance of robotic technology in education is a crucial issue in the revolution industry 4.0 era. This study aims to explore the acceptance of Lego Mindstorms Ev3 as one kind of robotic technology by the teachers as a learning resources that can develop teachers and student's skills. The Technology Acceptance Model (TAM) was introduced by using questionnaires. The questionnaires were responded by 22 elementary school teachers who have experiences with Lego Mindstorms ev3 kits in a workshop. The data was carried out by presenting descriptive statistics, correlation, and regression analyses. Based on the acceptance testing of Lego Mindstorms Ev3 with the TAM model, the result showed that subjective norms (SN) and self-efficacy (SE) as external variables were effective on the acceptance of Lego Mindstorms Ev3 as a learning tools by teachers. Teacher's SN have a positive correlation with perceived usefulness (PU), perceived ease to use (PE), and behavioral intention to use (BI). Teacher's self-efficacy were significant in predicting PE and BI. PU and PE had a positive effect on Attitude toward using Lego Mindstorms Ev3 by teachers, and it continued to use. Finally, most teachers have shown positive reactions to Lego Mindstorms Ev3 as educational tools.

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Factors Influencing Intention to Use Web 2.0 in Indonesian Vocational High Schools

Cited by 26 publications

References 58 publications

TESL Teachers’ Online Teaching during COVID-19: Preferences of Online Tools and Factors Affecting Behavioural Intention

TESL Teachers’ Online Teaching during COVID-19: Preferences of Online Tools and Factors Affecting Behavioural Intention

Factors Influencing Pre-service Teachers’ Satisfaction and Intention to Use the Internet: A Structural Equation Modeling

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

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