Abstract
Aim of this paper is to review technology (IS) acceptance theories and models, recognizing empirical evidence available to support the suitability of each theoretical model in explaining academicians’ acceptance of online learning technology. Understanding the factors influencing system usage is crucial for decision-makers to recognize potential user needs and concerns, which could be addressed during the development phase of a system. Thus, for decades, researchers have been trying to understand why people accept new technologies. As a result, a wide variety of theories and models explaining the concept of technology acceptance. Some prominent theoretical models explaining technology acceptance are, “Theory of Reasoned Action”, “Diffusion of Innovation theory”, “Theory of Planned Behavior”, “Social Cognitive Theory”, “Technology Acceptance Model”, “Model of PC Utilization”, “Motivational Model”, “Unified Theory of Acceptance and Use of Technology”, “UTAUT 2”, “UTAUT 3”. The concept of academic’s acceptance of online learning technology can be explained through several determinants that are operationalized through above information systems models.
Highlights
Aim of this paper is to review technology (IS) educational technologies within the higher educational acceptance theories and models, recognizing empirical (HE) institutions
If policy makers understand the factors influencing system usage, user concerns can be addressed during the development phase of a system
On the assumption that an IS acceptance models could support to develop a theoretical framework to best describe academic’s acceptance of technology in the HE context, technology acceptance theories and models are critically reviewed in this study, considering the empirical evidence available to support the suitability of each theory in the study context
Summary
1975), Diffusion of Innovation theory (Rogers, 1983),Theory of Planned Behavior (Ajzen, 1985), Social Cognitive Theory (Bandura, 1986), Technology Acceptance Model(Davis, 1986, 1989; Davis, Bagozzi, & Warshaw, 1989), Model of PC Utilization (Thompson, Higgins, & Howell, 1991), Motivational Model (Davis, Bagozzi, & Warshaw, 1992), Unified Theory of Acceptance and Use of Technology-1(Venkatesh, Morris, Davis, & Davis, 2003), UTAUT-2 (Venkatesh, Thong, & Xu, 2012), UTAUT-3 (Farooq et al, 2017) These theories/models are mostly refined or extended or combined and applied to study user acceptance of technology in different domains. Some determinants academic’s acceptance of online learning technology have been operationalized using educational theories, while other predictors have been captured through other information systems (IS) acceptance models(Taherdoost, 2018). On the assumption that an IS acceptance models could support to develop a theoretical framework to best describe academic’s acceptance of technology in the HE context, technology acceptance theories and models are critically reviewed in this study, considering the empirical evidence available to support the suitability of each theory in the study context
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