Exploring preservice teachers’ perspectives toward online learning: an intervention of technology acceptance model (original) (raw)
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E-Learning: Satisfaction, Acceptance and Experience among Pre-Service Teachers in Malaysia
Advanced Journal of Technical and Vocational Education, 2021
This quantitative study aims to identify the relationship and influence of two independent variables which are acceptance and experience with satisfaction of e-learning as the dependent variable among pre-service teachers in Malaysia. The Technology Acceptance Model and Gratification Model were used as the basis to develop the research framework. A total of 616 respondents were involved in this study which employed questionnaires as the instrument. The descriptive and inferential analysis were carried out using statistical technique such as Pearson correlation and multiple regression. The Pearson correlation analysis showed a significant positive correlation between acceptance (r=0.817, p<0.01) and experience (r=0.879, p<0.01) with satisfaction. Despite of both independent variables significantly influenced the dependent variable, regression analysis showed that experience had more influence (β=0.525, p<0.01) on satisfaction of e-learning compare to acceptance (β=0.200, p<0.01). A comprehensive understanding of this study can help the policy makers, administrators and lecturer to improve the level of acceptance and experience of the pre-service teachers in order to enhance the satisfaction of e-learning among them in this country.
International Journal of Higher Education
This study aimed to identify the level of e-learning acceptance, and factors that influence it, among students at a teacher education institute in Malaysia. Factors involved in the study were usability perceptions, ease of use, lecturer characteristics, information quality, system quality, and technical support. A total number of 230 students were selected as respondents from the third- and final-year students from various undergraduate programmes that employed e-learning. The instrument used in this study consisted of a set of questionnaires containing 49 question items and using five-point Likert scales. The results of the study were analysed using descriptive statistics that derived means and standard deviations. The results show that the key factors influencing the acceptance of e-learning among the students are usability, lecturer characteristics, system quality, the information provided, and available technical support. The findings also show that students' acceptance of e...
Technology acceptance model and E-learning
2007
The technology acceptance model (TAM) proposes that perceived ease of use and perceived usefulness predict applications usage. The study-in-progress investigated TAM for work-related tasks with the e-learning, and used TAM as a basis for hypothesizing the effects of such variables on the use of e-learning as the application. Elearning has become an increasingly popular learning approach in higher education institutions due to the rapid growth of Internet technologies in Malaysia. It has been integrated in many university programs, and is one of the new learning trends that challenge the banking concept of education (i.e. assumes that the instructor or teacher owns the knowledge and deposits it into the students who attend the class). E-learning is not intended to replace the traditional classroom setting, but to provide new opportunities for interaction and communication between students and instructor or teacher. This study focuses on the individual users' acceptance investigation for the elearning in universities as an effective learning tool. It develops a technology usage model for the e-learning .The contributions of this study are three fold. First, this study may help identify whether learners or users would like to accept e-learning or vice versa. Second, this study will help to determine what are the factors that significant in explaining the intention towards e-learning. An attempt is made whether attitudinal belief such as perceived ease of use and perceived usefulness has relationship towards the e-learning adoption. Third, this study is among the first to use the technology acceptance model in the context of e-learning.
Factors Affecting Teacher's Intention to use E-Learning
Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017), 2017
The adoption of e-learning technology in Indonesia is limited partly because of user rejection. While one rejecting user is teachers, they play an important role to succeed the implementation of e-learning as they provide e-learning content. Thus, this study aims at investigating factors that affect teacher's intention in using e-learning. In doing so, we employ Technology Acceptance Model (TAM) to assess such factors which consist of several variables: perceived ease of use, perceived usefulness, and intention to develop and offer e-learning course. In addition to TAM, we add three external factors namely facilitating condition, experience, and self-efficacy. As a case study, we analyze the implementation of e-learning in SMP Negeri 1 Jember. We develop a questionnaire based on the model and elicit data for capturing teacher's intention in SMP Negeri 1 Jember. We utilize Structural Equation Model (SEM) to analyze our hypothesis. The result from this study shows that self-efficacy has a positive correlation toward perceived ease of use. Moreover, this correlation is the only hypothesis that being supported, while the others are being rejected. Another interesting finding is that even though the hypothesis expressing that experience has a positive correlation toward perceived usefulness is rejected, the study shows the opposite result that experience has a negative correlation toward perceived usefulness.
Technology integration through acceptance of e-learning among preservice teachers
The Indonesian Journal of Electrical Engineering and Computer Science (IJEECS), 2023
The rapid evolution of online learning necessitates the agility of future educators. Future teachers' technological attitudes and abilities will be affected by the explication of the role of technology in learning in teacher education. Therefore, preservice teachers must be prepared to implement technology in their future classrooms. This study investigated the effect of technological pedagogical content knowledge (TPACK) competency on the technology acceptance model (TAM)-measured intention to use from two perspectives: self-confidence and self-regulation. Thus, six hypotheses are proposed to investigate the relationship between TPACK proficiency and the intent to use technology. The population of 224 preservice teachers at one Indonesian tertiary institution was analyzed using structural equation modeling (SEM) to confirm five of the six hypotheses. It is stated that attitudes toward TPACK competence positively correlate with self-regulation, selfefficacy, and intent to use technology. In addition, the derived model can account for approximately 53.8% of the intention to integrate technology in the classrooms of preservice teachers.
International Journal of Advanced Research (IJAR), 2018
This paper discusses outcome of developing a Technology Acceptance Model, using the secondary schools teachers, in the district of Perak, Malaysia using a web-tool intervention. The findings discussed in this paper are part of the larger study, which was based on the quantitative and qualitative analysis conducted in the nine districts of Perak. While 216 secondary schools were targeted for quantitative analysis, 10 teachers in two districts of Perak were observed using Web tools. Findings revel that although majority of the teachers were enthusiastic about infusing technology teaching using Web-tools, majority of them were only able to progress only to the utilization phase and not as mentioned until the integration phase as mentioned by Hooper and Rieber framework. This research also provided an insight for developing a technology acceptance model for secondary school teachers in a blended learning environment.
International Journal of Academic Research in Accounting, Finance and Management Sciences, 2017
E-learning environments are university's infrastructural features that are increasingly important. With e-Learning, teachers could impart knowledge in many ways while improving interaction with the students. Also, interactions among students could be improved. This study aimed at identifying factors that can explain the usage of e-learning environments by higher education students. A total of 201 questionnaires were answered by 201 students enrolled in Al-Madinah International University in Malaysia. The results point to use behavior of using e-learning as the factor that directly influenced behavioral intention to use elearning the most. This factor also imparted the greatest indirect impact on behavioral intention use Elearning. Simply put, student's usage of e-learning environments is explainable to a great extent via their perceptions of the added value of these environments, which to a high degree is impacted by their belief about web-based activities and computer-assisted learning.
Int. J. Interact. Mob. Technol., 2021
In the age of digital era where the Internet is playing an important and dominant role, the concern of the higher education to ensure that the Internet within the reach of the students is very important. However, little research has been reported to indicate the success of the concern in Indonesia. Therefore, This study was conducted to assess factors influencing Indonesian PSTs’ satisfaction (ST) and intention to use (IU) the Internet for learning through technology acceptance model (TAM). Data was gathered from a total of 596 pre-service teachers (PSTs) from five universities in Indonesia. The measurement and assessment of the model were developed through a partial least square structural equation modeling (PLS-SEM). The results informed that Indonesian PSTs’ ST was strongly influenced by perceived ease of use (PEU) and IU. Besides, PSTs’ IU was predicted by Attitude (AT), PU and PEU.
The Acceptance and Use of the E-Learning Systems Among the University Teachers in Ecuador
EDULEARN16 Proceedings, 2016
The success of an e-learning system depends largely on the acceptance and use that teachers give this tool. After critically evaluate models of technology adoption, including the Technology Acceptance Model (TAM) and TAM2, we built a conceptual model to predict the level of acceptance and use of elearning system among teachers. This model extends TAM2 and includes technical support, computer self-efficacy, social influence, perceived enjoyment and satisfaction. Data were collected from 145 teachers of a University in Ecuador. For data collection, a form in Likert scale was sent by email. Upon receipt of the data, these missing data reported 4.2%, to correct this data imputation method it was applied for replacement by mean. After performing the checks about satisfactory reliability and validity, the structural model was tested using PLS. The results indicate that perceived ease of use and perceived usefulness have a direct effect on the intension of using e-learning systems. Perceived enjoyment, perceived ease of use and social influence have a direct effect on the perceived usefulness. Perceived enjoyment and computer self-efficacy both have a direct effect on perceived ease of use of e-learning systems. Universities Principals should not only worry about the basic design of e-learning systems, but also explicitly address individual differences among teachers using elearning system.
E-learning Acceptance Among Students: Evidence from UiTM Melaka City Campus
International Journal of Academic Research in Progressive Education and Development, 2021
COVID-19 pandemic is a global issue that change the education system from face to face to fully online teaching and learning. These changes affected the whole education system and departments from the students, lecturers, management, and suppliers. Hence, to provide an efficient and effective online learning, an investigation on factors that affect the successful of e-learning in Malaysia is deemed to be necessary. The first objective for this study is to validate the measurement items for each variable used in this study. Second objective of this study to examine the effect of instructor, accessibility, and university support on e-learning acceptance among students. This study utilized a cross-sectional study and questionnaire is the main source of information. The population of this study is students from the Faculty of Business and Management, Universiti Teknologi MARA (UiTM), Melaka Branch. From the population, a complete response is 171. To answer the research objective, SPSS was utilized, and the analyses conducted including frequency analysis, exploratory factor analysis (EFA), reliability analysis and regression analysis. From the exploratory factor analysis, all items used in this study was above 0.40 and it consider acceptable. Next, based on the regression analysis, all variables used in this study were found to be significant towards the e-learning acceptance. Hence, this showed that, instructors, accessibility, and university support play an important role for the successful of e-learning. It is also suggested that to get a clear picture on the successful of e-learning, future research to increase the number of respondents across the university and states in Malaysia.