Why do University Teachers use E-Learning Systems?

Chin Fei Goh,Owee Kowang Tan,Amran Rasli,Puong Koh Hii

doi:10.19173/irrodl.v21i2.3720

Abstract

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.

Highlights

Integrating technology into teaching and learning is a transformative process with the potential to create a meaningful educational experience to increase students’ learning performance
Our analysis shows that the largest variance that can be explained by individual factors is 29.5%
The results show that hypotheses H1A, H1B, and H1C are supported, indicating motivation for instrumental use (MOT) positively influences perceived usefulness (PU), perceived ease of use (PEOU), and behavioural intentions (BI), suggesting that university teachers who are aware of their motives tend to view elearning systems as worthwhile and easy to use

Summary

Introduction

Integrating technology into teaching and learning is a transformative process with the potential to create a meaningful educational experience to increase students’ learning performance. Such technology integration represents a challenge for university administrators in enhancing the quality of an educational programme (Naaj, Nachouki, & Ankit, 2012). Identifying what factors influence teachers’ technology acceptance is important to understand how to smoothly integrate educational technologies into teaching and learning. Prior studies have identified subjective norms (SN) and technological complexity (TC) as two important antecedents of a teachers’ technology acceptance model (TAM) (Sánchez-Prieto, Olmos-Migueláñez, & García-Peñalvo, 2016; Teo, 2009, 2010; Teo, Milutinović, & Zhou, 2016). Technology acceptance arises when university teachers are motivated to gratify their instrumental purposes to enhance job performance (Gautreau, 2011; Joo & Sang, 2013; Park et al, 2007; Steel & Hudson, 2001)

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