期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：12
页码：1-11
DOI：10.29333/ejmste/97192
出版社：Pamukkale Univ Dept Sci Education
摘要：Technology acceptance models are primarily focused on the cognitive dimension of
user beliefs. However, researchers have identified a range of situational and contextual
factors that influence user attitudes and behavioral intention towards a given
technology. We advance a situated model of e-learning acceptance among college
students combining factors from the community of inquiry (COI) framework and the
technology acceptance model (TAM), specifying core relationships within, and
theoretically informed path relationships between the two frameworks. Using a sample
of 121 respondents, we test a structural model using generalized structured
component analysis. Collectively the situated model helped explain 63.7% variance in
Behavioral Intention and 25% of the variance in Use suggesting that our model has
strong explanatory power. Policymakers can leverage this information to boost
acceptance of e-learning and platforms among their academic communities by
promoting e-learning environments with strong Teacher, Social, and Cognitive
Presence.
关键词：community of inquiry; technology acceptance; e-learning
