Why do University Teachers use E-Learning Systems?

University teachers are the main players when it comes to integrating e-learning systems into higher education institutions. Prior studies have identified four main antecedents that explain teachers’ technology acceptance in the educational context: (a) subjective norms (SN), (b) technological compl...

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Autores principales:	Chin Fei Goh, Puong Koh Hii, Owee Kowang Tan, Amran Rasli
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	E-learning university teachers behavioural intention constructivist beliefs motivation for instrumental use Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a00e3ef1f5e8465089b88e92c5b1fad9
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spelling	oai:doaj.org-article:a00e3ef1f5e8465089b88e92c5b1fad92021-12-02T19:25:57ZWhy do University Teachers use E-Learning Systems?10.19173/irrodl.v21i2.37201492-3831https://doaj.org/article/a00e3ef1f5e8465089b88e92c5b1fad92020-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3720https://doaj.org/toc/1492-3831University teachers are the main players when it comes to integrating e-learning systems into higher education institutions. Prior studies have identified four main antecedents that explain teachers’ technology acceptance in the educational context: (a) subjective norms (SN), (b) technological complexity (TC), (c) constructivist beliefs (CB), and (d) motivation for instrumental use (MOT). In this study, we proposed and tested the dual roles of MOT, one as a causal variable and the other as a mediating variable, to explain university teachers’ acceptance of e-learning systems. To test the research model, we collected data from 174 teachers at a large public university in Malaysia using a self-administered survey. Our study shows that MOT mediates the direct effects of SN, TC, and CB on perceived ease of use (PEOU), perceived usefulness (PU), and behavioural intention (BI). This study offers important policy insight for university administrators who seek to enhance acceptance of e-learning systems among university teachers. Chin Fei GohPuong Koh HiiOwee Kowang TanAmran RasliAthabasca University PressarticleE-learninguniversity teachersbehavioural intentionconstructivist beliefsmotivation for instrumental useSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 2 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	E-learning university teachers behavioural intention constructivist beliefs motivation for instrumental use Special aspects of education LC8-6691
spellingShingle	E-learning university teachers behavioural intention constructivist beliefs motivation for instrumental use Special aspects of education LC8-6691 Chin Fei Goh Puong Koh Hii Owee Kowang Tan Amran Rasli Why do University Teachers use E-Learning Systems?
description	University teachers are the main players when it comes to integrating e-learning systems into higher education institutions. Prior studies have identified four main antecedents that explain teachers’ technology acceptance in the educational context: (a) subjective norms (SN), (b) technological complexity (TC), (c) constructivist beliefs (CB), and (d) motivation for instrumental use (MOT). In this study, we proposed and tested the dual roles of MOT, one as a causal variable and the other as a mediating variable, to explain university teachers’ acceptance of e-learning systems. To test the research model, we collected data from 174 teachers at a large public university in Malaysia using a self-administered survey. Our study shows that MOT mediates the direct effects of SN, TC, and CB on perceived ease of use (PEOU), perceived usefulness (PU), and behavioural intention (BI). This study offers important policy insight for university administrators who seek to enhance acceptance of e-learning systems among university teachers.
format	article
author	Chin Fei Goh Puong Koh Hii Owee Kowang Tan Amran Rasli
author_facet	Chin Fei Goh Puong Koh Hii Owee Kowang Tan Amran Rasli
author_sort	Chin Fei Goh
title	Why do University Teachers use E-Learning Systems?
title_short	Why do University Teachers use E-Learning Systems?
title_full	Why do University Teachers use E-Learning Systems?
title_fullStr	Why do University Teachers use E-Learning Systems?
title_full_unstemmed	Why do University Teachers use E-Learning Systems?
title_sort	why do university teachers use e-learning systems?
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/a00e3ef1f5e8465089b88e92c5b1fad9
work_keys_str_mv	AT chinfeigoh whydouniversityteachersuseelearningsystems AT puongkohhii whydouniversityteachersuseelearningsystems AT oweekowangtan whydouniversityteachersuseelearningsystems AT amranrasli whydouniversityteachersuseelearningsystems
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Why do University Teachers use E-Learning Systems?

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