Abstract
This article analyses the use and acceptance of technologies by professors in the teaching and learning context in a higher education institution. In the empirical study, a questionnaire based on the technology acceptance model was applied. The results indicated that the most used technologies are Moodle, Facebook and YouTube and it was concluded that in general, those technologies are well accepted. Few statistically significant differences between respondents' gender, scientific areas or ages were found, revealing that the use of those technologies is already widespread in the studied institution. Results also showed that perceived usefulness and perceived ease of use are two important determinants of Moodle acceptance, and that the majority of respondents did not know the MOOC concept. This article is valuable for researchers in the area and for professors that want to implement the use technologies in the teaching and learning context.
Highlights
Many Higher Education Institutions (HEI) have been developing courses using a variety of technologies to deliver distance education programmes, with e-learning being the most popular form (Arkorful, & Abaidoo, 2015; Zimnas, Kleftouris, & Valkanos, 2009)
The main objective of this work is to present the results of an empirical study about the use and acceptance of the Teaching and Learning (TL) technologies by professors in a Portuguese Higher Education Institution University of Aveiro (UA)
As the results presented in the previous section showed that there were some items for which there were statistical significant differences in the Moodle’s acceptance concerning gender and scientific areas (6 in the case of gender and 4 in the case of scientific area), it was decided, in the case of this technology, to study the relationships presented in the TAM separately for the referred groups
Summary
Many Higher Education Institutions (HEI) have been developing courses using a variety of technologies to deliver distance education programmes, with e-learning being the most popular form (Arkorful, & Abaidoo, 2015; Zimnas, Kleftouris, & Valkanos, 2009). The technologies that usually support the Teaching and Learning (TL) process in Higher Education Institutions (HEI) can be classified in Learning Management Systems (LMS), Web 2.0 technologies, or Massive Open Online Courses (MOOCs) platforms. The main objective of this work is to present the results of an empirical study about the use and acceptance of the TL technologies by professors in a Portuguese Higher Education Institution University of Aveiro (UA). The second section presenting the theoretical background performs an overview of the main technologies used in HE: LMS, Web 2.0 technologies and MOOCs platforms, and reviews the main models of technologies’ acceptance. The last section presents the main conclusions of the study and recommendations for further research
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