Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

被引：70
|
作者：
Rienties, Bart [1 ,3 ]
Giesbers, Bas [2 ,4 ]
Lygo-Baker, Simon [1 ]
Ma, Hoi Wah Serena
Rees, Roger [1 ,5 ]
机构：
[1] Univ Surrey, Dept Higher Educ, Guildford GU2 5XH, Surrey, England
[2] Maastricht Univ, Sch Business & Econ, Dept Educ Res & Dev, Tongersestr 53, NL-6200 MD Maastricht, Netherlands
[3] Open Univ UK, Inst Educ Technol, Milton Keynes, Bucks, England
[4] Erasmus Univ, Rotterdam Sch Management, Dept Technol & Operat Management, Rotterdam, Netherlands
[5] Univ Surrey, Dept Technol Enhanced Learning, Guildford GU2 5XH, Surrey, England
来源：
INTERACTIVE LEARNING ENVIRONMENTS | 2016年 / 24卷 / 03期
关键词：
technology acceptance model; experimental study; virtual learning environment; teacher; higher education; perceived ease of use; PROFESSIONAL-DEVELOPMENT; BELIEFS; DESIGN;
D O I：
10.1080/10494820.2014.881394
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.
引用
收藏
页码：539 / 552
页数：14
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