scholarly journals Predicting Academic Staffs Behaviour Intention and Actual Use of Blended Learning in Higher Education: Model Development and Validation

2021 ◽  
Author(s):  
Bokolo Anthony ◽  
Adzhar Kamaludin ◽  
Awanis Romli
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Content Knowledge ◽  
Behavioral Intention ◽  
Technology Use ◽  
Group Analysis ◽  
Pedagogical Practices ◽  
Intention To Use ◽  
Course Content ◽  
Actual Use

AbstractBlended Learning (BL) has been implemented by lecturers in higher educations for promoting effective pedagogical practices. However, intention to use and actual usage of BL by lecturers in higher education seems to be a major setback for successful BL implementation. Therefore, this study developed a model to examine the factors that influences lecturers’ behavioral intention and actual use of BL based on the Unified Theory of Acceptance and Use of Technology and Technological, Pedagogical and Content Knowledge model. Accordingly, survey questionnaire was employed to collect data from 544 academic staffs across universities, colleges, and polytechnics. Results indicate that performance expectancy, effort expectancy, and social influence significantly impact lecturers’ behavioral intention to use BL for teaching. Additionally, results confirm that facilitating condition positively influence actual BL usage. Likewise, technological, pedagogical, and content knowledge initiatives employed by lecturers in teaching positively influences actual BL usage. Results from multi-group analysis indicate that gender, age, experience, and voluntariness of use do not predict the behaviour of lecturers to use BL. Also, this study provides insights as to how higher education can enhance lecturers’ usage of BL to improve teaching effectiveness. This study provides a better understanding of lecturers’ views of knowledge in relation to course content, pedagogy, and technology use in improving teaching. The developed model can significantly be used by academic staffs to monitor and improve their current BL activities in measuring their knowledge about teaching regarding teaching improvement. Practically, lecturers can adopt the developed model to improve teaching pedagogies and course content.

A meta-analysis of blended learning and technology use in higher education: from the general to the applied

2014 ◽  
Vol 26 (1) ◽  
pp. 87-122 ◽  
Author(s):  
Robert M. Bernard ◽  
Eugene Borokhovski ◽  
Richard F. Schmid ◽  
Rana M. Tamim ◽  
Philip C. Abrami
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Technology Use ◽  
Meta Analysis

scholarly journals Analysis of E-Marketplace Use in East Java’s MSMEs Using the Technology Acceptance Model Approach

2021 ◽  
Author(s):  
Rurid Dwi Anggraeny ◽  
Imam Baihaqi
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Behavioral Intention ◽  
Technology Use ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Acceptance Model ◽  
Behavioral Intention To Use

The e-commerce industry has the potential to be one of the drivers of the domestic economy. One of the impacts of the advancement of e-commerce is the emergence of many online-based marketplaces or so-called e-marketplaces. However, a lot of these online marketplaces sell 90% imported products. In addition, the outbreak of Covid-19 in Indonesia has prompted the government to establish several policies that have significantly reduced MSME performance by up to 70-100%. This study aimed to provide an empirical analysis of the influence of factors based on the Technology of Acceptance Model (TAM) approach, namely e-marketplace self-efficacy, complexity, perceived usefulness, perceived ease of use, attitude towards using, behavioral intention to use, and actual technology use in e-marketplaces. The sample consisted of MSMEs in East Java, especially those engaged in the food and beverage industry sector with ready-to-eat processed food products whose business activities use the Shopee e-marketplace application platform. This is an online shopping marketplace focused on mobile platforms. There were 150 respondents. The Structural Equation Model (SEM) was used. E-marketplace self-efficacy, complexity, perceived usefulness, perceived ease of use, attitude towards using, behavioral intention to use, and actual technology use in e-marketplaces all had positive effects on each other. This showed that a system that offers convenience will improve behavior, habits, and performance for MSMEs in using e-marketplace activities. The theoretical and methodological implications and opportunities for further research are discussed. Keywords: MSMEs, e-marketplace, technology acceptance model

Development and Validation of the Technology Adoption and Gratification (TAG) Model in Higher Education

2018 ◽  
pp. 619-648
Author(s):  
A.Y.M. Atiquil Islam
Keyword(s):  
Higher Education ◽  
Technology Adoption ◽  
Self Efficacy ◽  
Cross Cultural ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Direct Impact ◽  
Actual Use ◽  
Computer Self Efficacy

The prime objective of this study was to develop and validate the Technology Adoption and Gratification (TAG) Model to evaluate the adoption and gratification of lecturers in using ICT facilities for their teaching and research purposes in higher education. The second objective of this study was to evaluate the cross-cultural validation of the causal structure of the TAG model. A total of 396 lecturers were collected from two public universities, namely, University of Malaya in Malaysia and Jiaxing University in China using stratified random sampling procedure. The questionnaire's validity was established through Exploratory Factor Analysis (EFA) using SPSS version 21.0. The data was analyzed applying Structural Equation Modeling (SEM) using AMOS version 18. The findings of the research using the TAG model discovered that the computer self-efficacy of the lecturers had a positive direct impact on their perceived usefulness and ease of use, while the latter two factors also had a significant direct impact on gratification and intention to use, separately. Meanwhile, gratification and actual use of ICT facilities were directly affected by intention to use. Moreover, computer self-efficacy had a positive and significant indirect impact on gratification and intention to use mediated by perceived usefulness and ease of use, respectively. In addition to lecturers' perceived ease of use and usefulness had a significant indirect effect on their gratification mediated by intention to use. The results of the invariance analysis of the TAG model also demonstrated that the model was valid for measuring lecturers' adoption and gratification in using ICT facilities. However, the TAG model works differently in cross-cultural settings. The findings contribute to the existing body of knowledge in the field of ICT by developing and validating the applicability of the TAG Model within institutions of higher education. Once validated the model could then be applied by future researchers, academicians and practitioners in the diverse context of education.

scholarly journals An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms

2020 ◽  
Author(s):  
Catherine Attard ◽  
Kathryn Holmes
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Technology Use ◽  
Online Teaching ◽  
Mathematics Learning ◽  
Secondary Mathematics ◽  
Pedagogical Practices ◽  
Alternative Methods ◽  
Learning Approaches ◽  
Mathematics Classrooms

Abstract The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

scholarly journals Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Seyyed Mohsen Azizi ◽  
Nasrin Roozbahani ◽  
Alireza Khatony
Keyword(s):  
Medical Education ◽  
Blended Learning ◽  
Behavioral Intention ◽  
Structural Equation ◽  
Equation Modeling ◽  
Intention To Use ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Behavioral Intention To Use

Abstract Background Blended learning is a new approach to improving the quality of medical education. Acceptance of blended learning plays an important role in its effective implementation. Therefore, the purpose of this study was to investigate and determine the factors that might affect students’ intention to use blended learning. Methods In this cross-sectional, correlational study, the sample consisted of 225 Iranian medical sciences students. The theoretical framework for designing the conceptual model was the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Venkatesh et al. (2012) proposed UTAUT2 as a framework to explain a person’s behavior while using technology. Data were analyzed using SPSS-18 and AMOS-23 software. Structural equation modeling technique was used to test the hypotheses. Results The validity and reliability of the model constructs were acceptable. Performance Expectance (PE), Effort Expectance (EE), Social Influence (SI), Facilitating Conditions (FC), Hedonic Motivation (HM), Price Value (PV) and Habit (HT) had a significant effect on the students’ behavioral intention to use blended learning. Additionally, behavioral intention to use blended learning had a significant effect on the students’ actual use of blended learning (β = 0.645, P ≤ 0.01). Conclusion The study revealed that the proposed framework based on the UTAUT2 had good potential to identify the factors influencing the students’ behavioral intention to use blended learning. Universities can use the results of this study to design and implement successful blended learning courses in medical education.

The Effects of Process Accountability on Individuals’ Use of a Familiar Technology

2011 ◽  
Vol 25 (1) ◽  
pp. 109-128 ◽  
Author(s):  
Robert M. Cornell ◽  
Martha M. Eining ◽  
Paul Jen-Hwa Hu
Keyword(s):  
Decision Making ◽  
Technology Acceptance ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
Organizational Context ◽  
Management Practice ◽  
Intention To Use ◽  
Actual Use ◽  
Technology Usefulness ◽  
Acceptance Research

ABSTRACT: Individuals’ technology use decisions are critical to the success of information technology in an organizational context. We investigate the influence of process accountability on individual professionals’ intended and actual use of a familiar technology in decision-making tasks directly related to their work role by anchoring in the core constructs of the technology acceptance model (TAM). Our focus differs from traditional initial user acceptance research in that participants have considerable knowledge about and experience with the focal technology. According to results from an experiment involving 130 participants, process accountability has a significant, positive effect on perceived technology usefulness, intention to use, and actual technology use. Further analyses show that perceived technology usefulness mediates the accountability-intention relationship and intention to use mediates the accountability-actual use relationship. By incorporating process accountability into the TAM and empirically testing its effects, we shed light on the causal link between process accountability and people’s perceptions of a familiar technology’s usefulness, as well as their intentions and actual use of the technology. Our findings show that process accountability, a source of extrinsic motivation commonly found in business work contexts, has important effects on people’s decisions to use a familiar technology in work-related decision-making tasks. We extend user technology acceptance research by connecting motivation theories, cognitive information processing, and user technology acceptance, particularly in scenarios that involve voluntary use of familiar technology, and the requirement to justify the procedure used for deriving a decision or completing a problem-solving task. Our findings have several important implications for technology acceptance decisions and management practice.

scholarly journals MENGEMBANGKAN (PEMBELAJARAN) BLENDED LEARNING DENGAN SISTEM LINGKUNGAN PEMBELAJARAN VIRTUAL (VLE) DI PTKIN

2019 ◽  
Vol 19 (1) ◽  
pp. 103
Author(s):  
Rahmat Yusny ◽  
Ghufran Ibnu Yasa
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Technology Use ◽  
Management System ◽  
Virtual Learning ◽  
Knowledge Retention ◽  
Content Management ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Content Management System

Recently there has been a great interest invested in maximizing higher education students’ knowledge retention as well as increasing students learning experience using web technologies. Many higher education institutions upgrade their learning facilities by integrating virtual learning system to their education provisions. Educational content management system is now a primary requirement in higher education provisions. However, as for the context of Indonesian higher education, upgrading the learning system may mean a total change of the way classes are delivered. Most of Indonesian higher education teachers are those with minimal exposure of virtual technological use in classrooms. Although these teachers are familiar with the common internet tools especially the electronic mail system and internet social media, they are not yet familiar with managing a content management system. Universitas Islam Negeri (UIN) ar-Raniry is one of Perguruan Tinggi Keagamaan Islam Negeri (PTKIN) that share similar context. This study was conducted to explore UIN Ar-Raniry teachers’ readiness in delivering blended learning using Virtual Learning Environment. 124 teachers were participating in this research. The index of technological acceptance is relatively high (3.78). However, on the contrary digital technology use related to delivering lecture is relatively low. The use of e-mail and facebook is relatively popular among these teachers. The study found that teachers are interested in using more convenient digital tools in their classes if the university supports the trainings and assigns educational technology consultant to help them establish the virtual class and help with their technical troubles.

scholarly journals The Perception and Usage of Google Drive among Higher Education Institution Students in Brunei Darussalam.

2021 ◽  
Vol 12 (3) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Technology Acceptance ◽  
Behavioral Intention ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Intention To Use ◽  
Brunei Darussalam ◽  
Google Drive ◽  
Behavioral Intention To Use

Recently cloud computing services have been adopted by many people and organizations. Google Drive is one of the cloud computing platforms that has gained popularity among students in higher education institutions. This study examines the perceptions and the current usage of Google Drive among students in higher education institutions in Brunei Darussalam. The study adopted the Technology Acceptance Model (TAM) and two additional factors namely perceived speed of access (PSA) and perceived security (PS). The primary objectives of this research are to explore the factors affecting the usage of Google Drive by the students in higher education institutions in Brunei, to investigate the perceptions of the students on the use of Google Drive and to find whether attitude influences the behavioral intention to use Google Drive among the students. The findings of this study connote that the students’ perceptions on Google Drive have a significant influence towards their attitude to use Google Drive which in turn influence their behavioral intention to use Google Drive in the future.

scholarly journals What kind of support do teachers really need in a blended learning context?

2021 ◽  
pp. 116-129
Author(s):  
Shurong Zhao ◽  
Junxia Song
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Content Knowledge ◽  
Emotional Support ◽  
Higher Education Institutions ◽  
Policy Support ◽  
Learning Context ◽  
Related Factors ◽  
Supportive Environment ◽  
Support Policy

Teachers in higher education are the principal participants in blended learning (BL). Without their engagement, any attempt at BL might fail. In the process of BL implementation, they are faced with various challenges and are mostly not well prepared. However, studies have often neglected the feeling of teachers and their anxieties during BL implementation. There is insufficient research on teacher-related factors, especially teacher support. To address this question, a questionnaire was conducted among 123 respondents from 10 universities in China between March and May 2020. An analysis of the data collected shows that BL is widely recognised by teachers, but they lack confidence in their competence in BL implementation. The top three difficulties that faculty face are increased workload, a lack of funds to build their own courses and a lack of time to prepare online activities. Further, respondents have a clear need for pedagogical support, financial and infrastructure support, policy support, technical support and emotional support. These findings indicate that a targeted support system should be constructed to address these difficulties. Special attention should be paid to formulating BL guidance, offering a supportive environment that values BL efforts and relieving the workload of faculty.   Implications for practice or policy: BL teachers need various support to design and implement BL courses. Higher education institutions should formulate guidance and clarify the definition and key implementation elements to guide BL practice. Management departments of higher education institutions should take effective measures to alleviate the burden of teachers. The training of teachers in the application of BL technology should focus on strengthening technological content knowledge and technological pedagogical knowledge.

scholarly journals Images of Undergraduate Mathematics Curriculum: A Critical Self-Reflection

2021 ◽  
Vol 6 (6) ◽  
pp. 66-81
Author(s):  
Laxman Luitel ◽  
Binod Prasad Pant
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Content Knowledge ◽  
Mathematics Curriculum ◽  
Pedagogical Practices ◽  
Cultural Reproduction ◽  
School Teachers ◽  
Undergraduate Level ◽  
Self Reflection ◽  
The Public

Higher education practices in Nepal have been playing an important role to train and develop pre-service school teachers. This paper critically reflects on the curricular and pedagogical practices of mathematics education based on the first author's experiences of learning at the undergraduate level from the perspective of mathematics curriculum images and pedagogical implications. Subscribing to autoethnography as a research methodology, we analysed the first author's experiences as an undergraduate student in one of the public campuses in Nepal which point to two major images of mathematics curriculum: curriculum as a prescription and curriculum as a cultural reproduction. Considering Habermasian Knowledge Constitutive Interest as a theoretical referent, the paper concludes that the transformation of curricular and pedagogical practices in teacher education is essential. The transformative practice in teacher education is insightful to improve pre-service and in-service school teachers' pedagogical and content knowledge in Nepal.

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