Explaining eLearning Perceptions using the Technology Acceptance Model and the Theory of Planned Behavior
Kerri McKinnon, Concordia University College of Alberta, Canada ; Andy Igonor, Northern Alberta Institute of Technology, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Technology in education continues to generate interest and discussion amongst scholars, educators, and students. Most research on eLearning has focused on the perceptions of students. Reasons for adoptions of technology have often been tied to macro-factors such as profit, competitive advantage, and innovation. In our studies we examined the overall attitude of faculty members to eLearning to gain a better understanding of the prevailing perceptions as tertiary institutions continue to move towards blended and online instructional models. This paper investigates the adoption of eLearning using Davis’ Technology Acceptance Model (TAM) and Ajzen’s Theory of Planned Behaviour (TPB) as it relates to the attitudes, beliefs and skills of the faculty.
McKinnon, K. & Igonor, A. (2008). Explaining eLearning Perceptions using the Technology Acceptance Model and the Theory of Planned Behavior. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2994-2999). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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Feng Chiang, Doctor candidate, Taiwan; Heinz Wuttke, Senior Researcher, Germany; Rainer Knauf, Associate Professor, Germany; Chung Sun & Tai Tso, Professor, Taiwan
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