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Researching instructional use and the technology acceptation of learning management systems by secondary school teachers
ARTICLE

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Computers & Education Volume 58, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The aim of this large-scale study was to understand the technology acceptation of learning management systems (LMS) by secondary school teachers and to investigate the instructional use of LMS, distinguishing between informational use and communicational use. The predictive model further includes: perceived usefulness, perceived ease of use, subjective norm, personal innovativeness in the domain of information technology, experience and internal ICT support at school level. Data were collected from 505 Flemish secondary school teachers. After performing satisfactory reliability and validity checks, the study was able to support all relationships among the 9 variables. Informational use was found to be a precursor for communicational use, perceived ease of use of the LMS is the strongest predictor in LMS-acceptation. Internal ICT support has a direct effect on the informational use of the LMS and on subjective norm. Implications stress that secondary school managers in education should take into account the importance of a teachers’ efforts and performance perceptions and the direct and indirect impact of internal ICT support on LMS adoption.

Citation

De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T. & Valcke, M. (2012). Researching instructional use and the technology acceptation of learning management systems by secondary school teachers. Computers & Education, 58(2), 688-696. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.09.013

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