Examining Teachers’ Behavioral Intention to Use E-learning in Teaching of Mathematics: An Extended TAM Model
Examining Teachers’ Behavioral Intention to Use E-learning in Teaching of Mathematics: An Extended TAM Model
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检验教师在数学教学中使用电子学习的行为意图：扩展的 TAM 模型
DOI：
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发表时间：
2021
影响因子：
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通讯作者：
S. Maulina
中科院分区：
文献类型：
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作者：
M. Mailizar;Abdulsalam Almanthari;S. Maulina
本研究旨在探讨影响资深教师在数学教学中使用数位学习的因素。数据收集使用的问卷调查，从161中学数学教师谁完成了为期六个月的在职在线培训提供的印尼教育部。技术接受模型（TAM）被用作框架，而电子学习的经验，包括作为一个额外的结构。提出了一个扩展的TAM模型，并进行了检验。它包括五个构面，即：使用意图、感知有用性、感知易用性、使用态度和体验。使用SMARTPLS 3.0的结构方程模型分析数据。研究结果显示，网路学习使用态度与网路学习经验是网路学习使用预测力最高的构面。与以往的研究不同，感知易用性和感知有用性对行为意图的预测不显著。未来的研究和实践的影响进行了讨论。
The aim of this study was to examine factors that influenced experienced teachers’ intention to use E-learning in their teaching of mathematics. Data were collected using a questionnaire from 161 secondary school mathematics teachers who completed a six-month in-service online training provided by the Indonesian Ministry of Education. The Technology Acceptance Model (TAM) was used as the framework while E-learning experience was included as an additional construct. An extended TAM model was proposed and tested in this study. It consisted of five constructs, namely: intention to use, perceived usefulness, perceived ease of use, attitude toward using, and experience. Data were analyzed using Structural Equation Modelling with SMARTPLS 3.0. The findings showed that attitude toward E-learning use and E-learning experience were the two most significant constructs in predicting E-learning use. Contrary to previous studies, perceived ease of use and perceived usefulness were non-significant factors for the prediction of the behavioral intention. Implications for future research and practices are discussed.