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

Rienties, Bart; Giesbers, Bas; Lygo-Baker, Simon; Ma, Hoi Wah Serena and Rees, Roger (2016). Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective. Interactive Learning Environments, 24(3) pp. 539–552.

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After a decade of Virtual Learning Environments (VLE) 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 (TAM) 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.

Item Type: Journal Item
Copyright Holders: 2014 Taylor & Francis
ISSN: 1744-5191
Keywords: technology acceptance model; experimental study; virtual learning environment; teacher; higher education; perceived ease of use
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 41815
Depositing User: Bart Rienties
Date Deposited: 14 Jan 2015 14:02
Last Modified: 01 May 2019 07:11
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