La “Aceptación de la Tecnología de la Formación Virtual” y su relación con la capacitación docente en formación virtual.

Abstract

Resumen: Se presentan los resultados de una experiencia desarrollada con profesores universitarios de la Universidad Federico Henríquez y Carvajal de República Dominicana, que realizaron una acción formativa sobre las bases pedagógicas de la formación virtual. Se analiza el grado de aceptación, medido a través del modelo TAM formulado por Davis en 1989 y la significación que sobre el mismo tiene el grado de satisfacción mostrado por los docentes hacia la acción formativa. Se presentan datos que apuntalan en modelo TAM, así como la necesidad de establecer planes de formación no centrados tanto en el apartado tecnológico y más en el componente pedagógico. Se muestran los instrumentos utilizados de diagnóstico.Palabras claves: Formación de profesores, TAM, Enseñanza superior, TIC. Abstract:We present the results of an experience developed with university professors of the Federico Henríquez and Carvajal University of the Dominican Republic, who carried out a formative action on the pedagogical bases of the virtual formation. The degree of acceptance, as measured by the TAM model formulated by Davis in 1989, is analyzed and the significance of the degree of satisfaction shown by the teachers towards the formative action is analyzed. We present data that underpin the TAM model, as well as the need to establish training plans that are not focused on the technological section and more on the pedagogical component. The instruments used for diagnosis are shown.

Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education

“…On the other hand, another of the conclusions that can be derived from this study is that the level of acceptance regarding the validation of the TAM model is high (Teo et al, 2009;Venkatesh & Bala, 2008). This model presents adequate internal consistency with regard to the block of indicators (Cabero-Almenara et al, 2018b). Therefore, the TAM model used is presented as a good predictor to explain the attitude towards the Flipped Classroom methodology in university education.…”

“…This has been done through the incorporation of new dimensions such as, for example, predictive dimensions (gender, degree of obligation to adopt the technology, experience, age, type of users, etc.). One of these cases is the study carried out by Cabero-Almenara et al (2018b). In it, two aspects are revealed: first, the validity and consistency of the TAM model, and secondly, its significance for determining the future degree of acceptance of virtual training.…”

What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?

“…Furthermore, these formative actions for the virtual training of teachers should not focus so much on the instrumental component, that is, the functioning of the platform or LMS, but rather on didactic aspects, referring to the design of materials for the network, or the strategies and e-activities to be applied on that network [24]. Technology needs to be infused as a systemic and systematic process throughout the teacher training program [25].…”

Analysis of the Web Application on Bayes’ Theorem Considering Data Science and Technological Acceptance Model

“…Also, Doleck, Bazelais and Lemay (2017) propose the use of TAM model to analyze the ease of use (effectiveness and satisfaction) and utility (peer influence and relative advantage) of social networks in the educational context. Finally, TAM model determines the degree of acceptance related to the use of technology in organizations (Cabero, Gallego, Puentes, & Jimenez, 2018).…”