摘要：This article discusses the adoption of technological innovations in distance learning by means of a model of factors about the behavior of instructors in a virtual learning environment. The theoretical research model is based on innovation diffusion theory (IDT) and the technology acceptance model (TAM), particularly on the links between the perceived characteristics of innovating and the instructors’ attitude and intention towards a specific distance learning tool (Moodle). A survey was administered to 162 distance learning instructors at Universidade Federal da Paraíba Virtual, whose headquarters are located in João Pessoa, Brazil. The survey included items on both theoretical frameworks (IDT and TAM). By means of descriptive statistics, multiple regression analysis, and exploratory and confirmatory factor analyses, the research model was tested in order to assure its conceptual and empirical validity. Findings show that four IDT constructs account for the variance in attitudes and intentions of instructors towards technology adoption: relative advantage and compatibility with preferred work style (that merged into a single construct), visibility, and result demonstrability. This means that variations in attitudes and intentions are due to how instructors perceive the tool (Moodle) as useful and compatible with work routines, how they perceive it as an in-use technology, and how the outcomes of use are perceived by other people.
关键词：Innovation diffusion theory;Technology acceptance model;Distance learning;Teoría de la difusión de innovaciones;Modelo de aceptación de la tecnologia;Educación a distancia;Teoria da difusão de inovações;Modelo de aceitação da tecnologia;Educação a distância
