Using the TAM and Functional Analysis to Predict the Most Used Functions of an Active Learning Classroom (ALC)

Poëllhuber, Bruno; St-Laurent, Samuel Fournier; Roy, Normand

doi:10.3389/fict.2018.00008

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…TAM and its various versions represent the model's credibility in facilitating the assessment of various learning technologies (Granić & Marangunić, 2019). Other research states that the credibility of the TAM model lies in facilitating various technology application criteria (Poellhuber et al, 2018). Meanwhile, other research states that electronic learning systems have a positive and significant effect on ESQ through student satisfaction.…”

Section: Structural Model Resultsmentioning

confidence: 99%

Acceptance of Distance Learning Technology in Technology-Based Learning Management

Rosita,

Fatmasari

2023

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The Technology Acceptance Model (TAM) describes the factors that influence the acceptance and adoption of technology by individuals. In education management, TAM is used to understand how educators, students, and administrative staff respond to the use of technology in the educational process. The application of the Technology Acceptance Model in education management is to help educational institutions plan, implement, and support the use of technology more effectively, taking into account psychological factors and user perceptions. The variables influencing technology acceptance are Perceived Ease of Use, Perceived Usefulness, Attitude Toward Technology, and Intention to Use. This study examines the factors that influence the acceptance of technology by UT postgraduate students toward using information technology in distance learning. The research results are used to develop distance education management, especially in developing internet technology-based learning. The results show that the variables measured have a significant effect on the use of distance learning technology. The Behavioral Intention to Use variable has the most significant influence on Actual Use (AU), followed by the influence of Perceived Ease of Use (PEU) on Attitude Toward Using (ATU) and Perceived Usefulness (PU) on Attitude Toward Using (ATU).Open University, Technology Acceptance Models, Technology Based Learning Management

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Section: Structural Model Resultsmentioning

confidence: 99%

Acceptance of Distance Learning Technology in Technology-Based Learning Management

Rosita,

Fatmasari

2023

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“…Existing research on active learning spaces has evaluated academic performance (Brooks, 2011;Brooks & Solheim, 2014;Dori & Belcher, 2005;, instructor and student behavior (Brooks, 2012), most used utility functions (Poellhuber, Fournier St-Laurent, & Roy, 2018), and perceptions of the space regarding different aspects of learning, teaching, and technology (Benoit, 2017;Chiu, 2016;Chiu & Cheng, 2017;Connolly & Lampe, 2016;Gordy, Jones, & Bailey, 2018;Gordy, Zhang, Sullivan, Bailey, & Carr, 2019;Lee, Morrone, & Siering, 2018;Park & Choi, 2014). Results from these studies showed that active learning spaces promote student engagement and peer interaction.…”

Section: Introductionmentioning

confidence: 99%

A Multi-disciplinary Mixed-Methods Study of Group Dynamics in Active Learning Space

Gordy

Carr²,

Zhang³

et al. 2020

JoSoTL

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Active learning space emerged at the turn of the twenty-first century. The active learning space design represents not only an overhaul of traditional classrooms’ physical appearances but also reflects a paradigm shift from teacher-centered learning to student-centered learning. Current available research mainly focused on student academic performance as well as student and faculty perceptions. No research has been conducted to investigate interactions at the student level to find out what interactions are taking place in the active learning space and how they affect student learning. This study employed a sequential exploratory mixed-methods design inquiring into student learning in an active learning space first through student focus group discussions and then with an online student survey. The major themes emerged from the focus group discussions were utilized to develop the online survey. The purpose of this survey was to cross-validate qualitative outcomes and further seek answers to unanswered questions triggered by qualitative findings. The qualitative data indicated that the spatial equity in the active learning space put students in positive mindsets and induced active classroom participation. The interconnected screens made it easy for students to view class content and collaborate with peers. The group work conducted in the space fostered mutual learning, promoted learning accountability and improved peer relations. The quantitative survey data on group dynamics validated and reinforced qualitative findings. This paper will help educators better understand student behaviors in the active learning space and better design space-appropriate pedagogical strategies.

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Technology acceptance model in educational context: A systematic literature review

Granić¹,

Marangunić²

2019

Brit J Educational Tech

576

341

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A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner NotesWhat is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta‐analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies.

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Using the TAM and Functional Analysis to Predict the Most Used Functions of an Active Learning Classroom (ALC)

Cited by 4 publications

References 31 publications

Acceptance of Distance Learning Technology in Technology-Based Learning Management

Acceptance of Distance Learning Technology in Technology-Based Learning Management

A Multi-disciplinary Mixed-Methods Study of Group Dynamics in Active Learning Space

Technology acceptance model in educational context: A systematic literature review

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