Faculty Intentions to Use Components for Web-Enhanced Instruction
Greg Walker, University of Hawaii- Leeward Community College, United States ; Nancy Johnson, Metropolitan State University - Minneapolis, United States
International Journal on E-Learning Volume 7, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study further validated the use of the technology acceptance model (TAM), as a helpful tool for understanding instructors' intentions to use web-enhanced instruction. The TAM literature suggests perceptions of the usefulness and ease of use of a technology determined intended usage. Results of the study found instructor perceptions of the usefulness and ease of use of web-enhanced instruction were related to intended usage. The TAM was also extended to include the instructor's computer background and organizational support. Computer background was related to the instructor's perceptions of the effectiveness of web-enhanced instruction. Management support was related to their perceptions of the ease of use, importance, and effectiveness of web-enhanced instruction. Results from the research also determined the factor that was most likely to predict the acceptance of web-enhanced instruction was its usefulness and effectiveness.
Walker, G. & Johnson, N. (2008). Faculty Intentions to Use Components for Web-Enhanced Instruction. International Journal on E-Learning, 7(1), 133-152. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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The Role of Peer Influence and Perceived Quality of Teaching in Faculty Acceptance of Web-Based Learning Management Systems
Florin D Salajan, North Dakota State University, United States; Anita G Welch, Emirates College for Advanced Education, United Arab Emirates; Chris M Ray & Claudette Peterson, North Dakota State University, United States
International Journal on E-Learning Vol. 14, No. 4 (2015) pp. 487–524
A Measurement of Faculty Perceptions and Usage of Learning Technologies through Authentic Testing and Qualitative Assessment
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Learning Management Systems as sites of surveillance, control, and corporatization: A review of the critical literature
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