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Article: Exploring teacher acceptance of e-learning technology

TitleExploring teacher acceptance of e-learning technology
Authors
KeywordsE-learning
Teacher education
Teacher perception
Technology acceptance
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/1359866X.asp
Citation
Asia-Pacific Journal Of Teacher Education, 2008, v. 36 n. 3, p. 229-243 How to Cite?
AbstractA number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. In order to predict and understand teachers' technology use and acceptance, a well-defined framework is essential. The purpose of the present paper attempts to explore a model to understand teacher acceptance of e-learning technology. A self-reported questionnaire was designed to examine teacher acceptance and attitude towards an online learning platform. Data were collected from 152 in-service teachers who were studying in a part-time teacher education program in Hong Kong. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find a better model to understand teacher acceptance of e-learning technology. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self-efficacy, were formed and tested in the study. LISREL was used in the data analysis. It was found that subjective norm and computer self-efficacy serve as the two significant perception anchors of the fundamental constructs in TAM. However, contrary to previous literature, perceived ease of use became the sole determinant to the prediction of intention to use, while perceived usefulness was non-significant to the prediction of intention to use. Altogether, subjective norm, computer self-efficacy and perceived ease of use were able to explain 68% of the variance observed in users' intention to use the e-learning system. Implications to teacher education and teacher professional development are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/60096
ISSN
2015 Impact Factor: 0.667
2015 SCImago Journal Rankings: 0.587
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorYuen, AHKen_HK
dc.contributor.authorMa, WWKen_HK
dc.date.accessioned2010-05-31T04:03:33Z-
dc.date.available2010-05-31T04:03:33Z-
dc.date.issued2008en_HK
dc.identifier.citationAsia-Pacific Journal Of Teacher Education, 2008, v. 36 n. 3, p. 229-243en_HK
dc.identifier.issn1359-866Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/60096-
dc.description.abstractA number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. In order to predict and understand teachers' technology use and acceptance, a well-defined framework is essential. The purpose of the present paper attempts to explore a model to understand teacher acceptance of e-learning technology. A self-reported questionnaire was designed to examine teacher acceptance and attitude towards an online learning platform. Data were collected from 152 in-service teachers who were studying in a part-time teacher education program in Hong Kong. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find a better model to understand teacher acceptance of e-learning technology. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self-efficacy, were formed and tested in the study. LISREL was used in the data analysis. It was found that subjective norm and computer self-efficacy serve as the two significant perception anchors of the fundamental constructs in TAM. However, contrary to previous literature, perceived ease of use became the sole determinant to the prediction of intention to use, while perceived usefulness was non-significant to the prediction of intention to use. Altogether, subjective norm, computer self-efficacy and perceived ease of use were able to explain 68% of the variance observed in users' intention to use the e-learning system. Implications to teacher education and teacher professional development are discussed.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/1359866X.aspen_HK
dc.relation.ispartofAsia-Pacific Journal of Teacher Educationen_HK
dc.subjectE-learningen_HK
dc.subjectTeacher educationen_HK
dc.subjectTeacher perceptionen_HK
dc.subjectTechnology acceptanceen_HK
dc.titleExploring teacher acceptance of e-learning technologyen_HK
dc.typeArticleen_HK
dc.identifier.emailYuen, AHK: hkyuen@hku.hken_HK
dc.identifier.authorityYuen, AHK=rp00983en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/13598660802232779en_HK
dc.identifier.scopuseid_2-s2.0-67849124737en_HK
dc.identifier.hkuros148982en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-67849124737&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume36en_HK
dc.identifier.issue3en_HK
dc.identifier.spage229en_HK
dc.identifier.epage243en_HK
dc.identifier.eissn1469-2945-
dc.identifier.isiWOS:000258005100005-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridYuen, AHK=8983762600en_HK
dc.identifier.scopusauthoridMa, WWK=24480160400en_HK
dc.identifier.citeulike3102154-

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