Applying the Technology Acceptance Model to Online Education PDF Download

Author: Ralph Barnhart Gabbard
Publisher:
ISBN:
Category :
Languages : en
Pages : 320

View

Book Description

Author: Timothy Teo
Publisher: Springer Science & Business Media
ISBN: 946091487X
Category : Education
Languages : en
Pages : 219

View

Book Description
Technology acceptance can be defined as a user’s willingness to employ technology for the tasks it is designed to support. Over the years, acceptance researchers have become more interested in understanding the factors influencing the adoption of technologies in various settings. From the literature, much research has been done to understand technology acceptance in the business contexts. This is understandable, given the close relationship between the appropriate uses of technology and profit margin. In most of the acceptance studies, researchers have sought to identify and understand the forces that shape users’ acceptance so as to influence the design and implementation process in ways to avoid or minimize resistance or rejection when users interact with technology. Traditionally, it has been observed that developers and procurers of technological resources could rely on authority to ensure that technology was used, which is true in many industrial and organizational contexts. However, with the increasing demands for educational applications of information technology and changing working practices, there is s need to re-examine user acceptance issues as they emerge within and outside of the contexts in which technology was implemented. This is true in the education milieu where teachers exercise the autonomy to decide on what and how technology will be used for teaching and learning purposes. Although they are guided by national and local policies to use technology in the classrooms, teachers spent much of their planning time to consider how technology could be harnessed for effective lesson delivery and assessment to be conducted. These circumstances have provided the impetus for researchers to study technology acceptance in educational settings. Although these studies have typically involved students and teachers as participants, their findings have far-reaching implications for school leaders, policy makers, and other stakeholders. The book is a critical and specialized source that describes recent research on technology acceptance in education represented by educators and researchers from around the world such as Australia, Belgium, China, Hong Kong, Malaysia, Singapore, United Kingdom, and United States of America.

Author: Jesse H. Wright, M.D., Ph.D.
Publisher: American Psychiatric Pub
ISBN: 1615370188
Category : Medical
Languages : en
Pages : 342

View

Book Description
Building on its successful "read-see-do" approach, "Learning Cognitive-Behavior Therapy: An Illustrated Guide" seamlessly combines 23 all-new videos with informative text and figures, charts, worksheets, checklists, and tables to help readers not only learn the essential skills of CBT but achieve competence in this important evidence-based treatment method. This guide provides readers with instruction, tools, and expert demonstrations on building effective therapeutic relationships with CBT, putting key CBT methods into action, and resolving common problems encountered in CBT. This fully updated second edition also features troubleshooting guides for overcoming roadblocks to treatment success, effective CBT methods for reducing suicide risk, and tips on integrating therapies related to CBT. -- From publisher's description.

Author: Ruth C. Clark
Publisher: John Wiley & Sons
ISBN: 1119158680
Category : Business & Economics
Languages : en
Pages : 507

View

Book Description
The essential e-learning design manual, updated with the latest research, design principles, and examples e-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design. Since the first edition of this book, e-learning has grown to account for at least 40% of all training delivery media. However, digital courses often fail to reach their potential for learning effectiveness and efficiency. This guide provides research-based guidelines on how best to present content with text, graphics, and audio as well as the conditions under which those guidelines are most effective. This updated fourth edition describes the guidelines, psychology, and applications for ways to improve learning through personalization techniques, coherence, animations, and a new chapter on evidence-based game design. The chapter on the Cognitive Theory of Multimedia Learning introduces three forms of cognitive load which are revisited throughout each chapter as the psychological basis for chapter principles. A new chapter on engagement in learning lays the groundwork for in-depth reviews of how to leverage worked examples, practice, online collaboration, and learner control to optimize learning. The updated instructor's materials include a syllabus, assignments, storyboard projects, and test items that you can adapt to your own course schedule and students. Co-authored by the most productive instructional research scientist in the world, Dr. Richard E. Mayer, this book distills copious e-learning research into a practical manual for improving learning through optimal design and delivery. Get up to date on the latest e-learning research Adopt best practices for communicating information effectively Use evidence-based techniques to engage your learners Replace popular instructional ideas, such as learning styles with evidence-based guidelines Apply evidence-based design techniques to optimize learning games e-Learning continues to grow as an alternative or adjunct to the classroom, and correspondingly, has become a focus among researchers in learning-related fields. New findings from research laboratories can inform the design and development of e-learning. However, much of this research published in technical journals is inaccessible to those who actually design e-learning material. By collecting the latest evidence into a single volume and translating the theoretical into the practical, e-Learning and the Science of Instruction has become an essential resource for consumers and designers of multimedia learning.

Author: Mostafa Al-Emran
Publisher: Springer Nature
ISBN: 3030649873
Category : Technology & Engineering
Languages : en
Pages : 520

View

Book Description
This book tackles the latest research trends in technology acceptance models and theories. It presents high-quality empirical and review studies focusing on the main theoretical models and their applications across various technologies and contexts. It also provides insights into the theoretical and practical aspects of different technological innovations that assist decision-makers in formulating the required policies and procedures for adopting a specific technology.

Author: Marguerita McVay
Publisher:
ISBN: 9780536602886
Category : Computer-assisted instruction
Languages : en
Pages : 0

View

Book Description

Author: Jenny Louw
Publisher:
ISBN:
Category : Attention
Languages : en
Pages : 276

View

Book Description
The advancement of Information and Communication Technology and the Internet for educational purposes has been a staple discourse among researchers in recent years. However, preliminary investigations indicate that e-learning systems are underutilised due to the fact that some of their major features, like electronic discussion forums, remain inactive. Despite several scholars reporting on high levels of e-learning system implementation at Universities of Technology, it is unnerving that discussion forums within these platforms remain poorly utilised. The purpose of this study is to establish constructs that may promote the adoption and use of discussion forums. The Technology Acceptance Model forms the theoretical framework for this study and is extended by including digital inclusion, attention and perceived enjoyment. The research design adopted in this study was a mixed-method approach, focusing on both quantitative and qualitative data analysis. The target population for qualitative data collection was 210, however, only 182 agreed to participate in the study. Qualitative data was collected from thirty participants who were purposefully selected from a third year Information Technology class and interviewed with regards to the different constructs which make up the Technology Acceptance Model. Findings of this study suggest that perceived usefulness and ease, along with digital inclusion, may positively influence adoption and use of discussion forums at Universities of Technology. Both attention and perceived enjoyment were found to have a positive relationship on perceived usefulness and attitude. Furthermore, digital inclusion could be implemented to improve the perceived ease-of-use of the system, which ultimately leads to improved behavioural intention and usage. Improved usage of components within the Learning Management System leads to a healthy, functioning system used to its full potential, which benefits the learning experience for both student and academic. The study contributes to the board of knowledge by providing useful insights into the application of the Technology Acceptance Model. This is done by establishing additional constructs that may promote discussion forum usage.

Author: Douglas J. Hacker
Publisher: Routledge
ISBN: 1135687412
Category : Education
Languages : en
Pages : 429

View

Book Description
This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.

Author: Olaf Zawacki-Richter
Publisher: Springer Nature
ISBN: 981192080X
Category : Education
Languages : en
Pages : 1425

View

Book Description
This open access handbook offers a one-stop-shop for both new and established researchers, educators, policy makers and administrators in the field of open, distance and digital education (ODDE) to gain a comprehensive overview of the history, theory and practice at all levels of ODDE, and at the same time stimulates in-depth discussions on various themes and issues of ODDE for today and future. Researchers, scholars and students in the field of ODDE can use this handbook as a major reference to conduct their own research and learning agendas. To cover the field comprehensively, the handbook is structured following the 3M framework developed by one of the chief editors Zawacki-Richter. The 3M framework categorizes the major research areas and issues in ODDE on three levels. Accordingly, the handbook is divided into six sections in total, two section at each of the three levels: 1) Macro Level – ODDE Systems and Theories, 2) Meso Level - Institutional Perspectives, Management and Organization, and 3) Micro Level – Learning and Teaching in ODDE. This is an open access book.

Author: Ömer Faruk Ursavaş
Publisher: Springer Nature
ISBN: 3031108469
Category : Education
Languages : en
Pages : 191

View

Book Description
This book provides an in-depth discussion of the emergence of technology acceptance theories and models, how we can use these theories and models in education, and data collection and analysis processes of technology acceptance research in education. The book discusses how we can make meaning of technology and apply it to educational settings while we investigate the processes via which people adopt technology in education. The book will appeal to students enrolled in upper undergraduate and graduate courses that cover technology acceptance and use in education, researchers who would like to conduct technology acceptance research in education and need a comprehensive resource, and practitioners such as teachers and administrators who would like to promote technology use at schools.