Attitude of Teachers and Students towards formal Learning through Online Social Networks
Elham Akbari, Utrecht University, Netherlands ; Ahmad Naderi, Mahdi Hosseinzadeh Yazdi, University of Tehran, Iran (Islamic Republic Of) ; Robert-Jan Simons, Albert Pilot, Utrecht University, Netherlands
Journal of Interactive Learning Research Volume 27, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Despite the potential of social networks in formal learning, there should be more knowledge on the students and teachers attitudes toward such technology and more recent information in the context of the actual educational situation. The Technology Acceptance Model (TAM) was used. The instruments included a questionnaire investigate the attitudes of teachers and students towards formal learning through social networks. The results indicated positive attitudes in both groups on the four TAM subscales. As compared to teachers, students perceived these networks to be more useful. For the other three subscales, however, there were no differences. Furthermore besides the subscales of perceived usefulness and attitude towards social networks, the external variable number of accounts directly influenced the behavioral intention to use social networks in formal learning as well as all the other variables. Attitude towards usage was the best predictor of behavioral intention to use social networks in formal learning. Keywords: Online Social networks, formal learning, Technology Acceptance Model, Teacher, Students
Akbari, E., Naderi, A., Yazdi, M.H., Simons, R.J. & Pilot, A. (2016). Attitude of Teachers and Students towards formal Learning through Online Social Networks. Journal of Interactive Learning Research, 27(2), 101-123. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)