期刊名称：The International Review of Research in Open and Distributed Learning
印刷版ISSN：1492-3831
出版年度：2020
卷号：21
期号：2
页码：136-155
DOI：10.19173/irrodl.v21i2.3720
出版社：AU Press
摘要：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.
关键词：E-learning;university teachers;behavioural intention;constructivist beliefs;motivation for instrumental use
