Modeling Key Drivers of E-Learning Satisfaction among Student Teachers

Teo, Timothy; Wong, Su Luan

doi:10.2190/ec.48.1.d

Cited by 57 publications

(52 citation statements)

References 53 publications

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“…More recently, educational researchers (e.g., Teo, 2011;Teo, 2012;Teo & Wong, 2013) have extended TAM into education settings, investigating the issues in technology acceptance and use among school teachers. However, there remain many issues related to possible gender differences in the broad area of technology integration in the educational context (Ong & Lai, 2006).…”

Section: Introductionmentioning

confidence: 99%

Technology acceptance among pre-service teachers: Does gender matter?

Teo

Fan

2015

AJET

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This study examined possible gender differences in pre-service teachers' perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on perceived usefulness, attitudes toward technology, intention to use technology, female pre-service teachers had lower scores on perceived ease of use, suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested. IntroductionIn teacher education, the issue of integration of technology in education settings is gaining momentum (Deutsch, 2010), and more research is needed to better understand the extent to which technology integration in the classroom is effective and appropriate for enhancing teaching and learning (Davis & Davis, 2007). Research in this area needs to consider a broad range of factors, including the type of course, technology applications (such as hardware, software, ISP's, etc.), pedagogical approaches, instructor characteristics, and student characteristics (Diaz & Bontenbal, 2000). One instructor/student characteristic that has received increasing attention is what role gender plays in technology acceptance in the classroom. The issue of gender difference in technology acceptance and use has received the attention of many researchers; as a result, numerous studies have been conducted to study the extent of this difference (Wong & Hanafi, 2007). The debate over the gender difference related to technology acceptance started in the 1980s, and it still persists today. Many researchers have revisited this issue and many are continuing to do so. There is a growing interest on the impact of possible gender differences in technology acceptance, which emphasises the study of gender and new technologies in education as an important research theme.Introduced by Davis, Bagozzi, and Warshaw (1989), the technology acceptance model (TAM) addressed the relevant issue of how users accept and use a technology in business settings. More recently, educational researchers (e.g., Teo, 2011;Teo, 2012;Teo & Wong, 2013) have extended TAM into education settings, investigating the issues in technology acceptance and use among school teachers. However, there remain many issues related to possible gender differences in the broad area of technology integration in the educational context (Ong & Lai, 2006).There have been studies investigating gender differences in technology acceptance and use as perceiv...

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Section: Introductionmentioning

confidence: 99%

Technology acceptance among pre-service teachers: Does gender matter?

Teo

Fan

2015

AJET

Self Cite

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“…In this study, perceived usefulness is termed as the degree to which a mathematics teacher believes that the eBook would enhance his or her teaching performance and lead to future benefit. Many studies involving perceived usefulness among teachers and student teachers namely in the acceptance of technology in teaching and learning [23,25,26,27,], adoption of e-learning [8,24,28], laptop and computer use [19,27].…”

Section: Perceived Usefulnessmentioning

confidence: 99%

“…Teachers most of the time is the decision maker, controlling when and how their students utilize technology in the classroom [2,25]. Hence, studying teachers' acceptance is vital in ensuring technologies are used optimally in classroom instructions For decades, educational research studies have empirically examined the determinants of technology utilization in schools [4,7,13,25,28]. Introduced and developed by [9] the Technology Acceptance Model (TAM) explained the issues of how users utilize, adopt or accept a certain technology.…”

Section: Introductionmentioning

confidence: 99%

“…These two factors are the determinant of attitude to use which will then influence the behavioural intention, the desire to use the technology. The model was designed to explain and predict users' acceptance on any type of technology and have been widely used and tested in numerous studies in Malaysia including technology acceptance [34], laptop use [19,32] and game acceptance [22] and also on mobile learning acceptance [14] and e-learning [28]. …”

Section: Introductionmentioning

confidence: 99%

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Modeling eBook acceptance: A study on mathematics teachers

Jalal¹,

Ayub²,

Tarmizi³

2014

AIP Conference Proceedings

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The integration and effectiveness of eBook utilization in Mathematics teaching and learning greatly relied upon the teachers, hence the need to understand their perceptions and beliefs. The eBook, an individual laptop completed with digitized textbook sofwares, were provided for each students in line with the concept of 1 student:1 laptop. This study focuses on predicting a model on the acceptance of the eBook among Mathematics teachers. Data was collected from 304 mathematics teachers in selected schools using a survey questionnaire. The selection were based on the proportionate stratified sampling. Structural Equation Modeling (SEM) were employed where the model was tested and evaluated and was found to have a good fit. The variance explained for the teachers' attitude towards eBook is approximately 69.1% where perceived usefulness appeared to be a stronger determinant compared to perceived ease of use. This study concluded that the attitude of mathematics teachers towards eBook depends largely on the perception of how useful the eBook is on improving their teaching performance, implying that teachers should be kept updated with the latest mathematical application and sofwares to use with the eBook to ensure positive attitude towards using it in class.

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“…These students did not have academic requirements involving the Internet but instead use the Internet for personal interest, such as for social networking. Several studies concluded with the recommendation of the usage of Facebook as part of the educational tools should be embraced, they even concluded with some evidence of the effectiveness of Facebook groups for e-learning (Chou & Pi, 2015;Eger, 2015;Fewkes & McCabe, 2012;Gu, 2014;Kumpikaite, Duoba, & Taraskevicius, 2011;Teo & Wong, 2013).…”

Section: Introductionmentioning

confidence: 99%

Use of Facebook by Secondary School Students at Nuku'alofa as an Indicator of E-Readiness for E-Learning in the Kingdom of Tonga

Sopu¹,

Chisaki²,

Usagawa³

2016

IRRODL

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The Kingdom of Tonga is an isolated least developing country located on the northeast of New Zealand with a population of 103,252 (2011 census) and with a gross domestic product per capita of USD $2,545.20. Before educational systems in a least developing country like the Kingdom of Tonga begin employing e-learning, an assessment of the current situation of students and learning institutions may contribute to its success. Using an appropriate assessment tool is important for accurately measuring the degree of e-readiness. In this study, we administered a survey to 186 students randomly selected from five secondary schools in the Kingdom of Tonga to measure Facebook usage as an index of e-readiness for elearning. We found that a large percentage (81%) of secondary students use Facebook, and most (74%) of these students have used Facebook for two or more years. All (100%) students use a computer to access Facebook, and most also access Facebook through mobile phones (62%) or tablets (46%). We also found correlations between duration of having a Facebook account and other indicators of e-readiness. Our findings suggest that secondary students in the Kingdom of Tonga have developed e-readiness for elearning through their use of Facebook.

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Modeling Key Drivers of E-Learning Satisfaction among Student Teachers

Cited by 57 publications

References 53 publications

Technology acceptance among pre-service teachers: Does gender matter?

Technology acceptance among pre-service teachers: Does gender matter?

Modeling eBook acceptance: A study on mathematics teachers

Use of Facebook by Secondary School Students at Nuku'alofa as an Indicator of E-Readiness for E-Learning in the Kingdom of Tonga

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