Examining Teachers' Behavioral Intention to Use E-Learning in Teaching of Mathematics: An Extended TAM Model

Autor/inn/en	Mailizar, Mailizar; Almanthari, Abdulsalam; Maulina, Suci
Titel	Examining Teachers' Behavioral Intention to Use E-Learning in Teaching of Mathematics: An Extended TAM Model
Quelle	In: Contemporary Educational Technology, 13 (2021) 2, S.298 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mailizar, Mailizar) ORCID (Almanthari, Abdulsalam) ORCID (Maulina, Suci)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Teacher Behavior; Teacher Attitudes; Intention; Technology Integration; Electronic Learning; Mathematics Teachers; Experienced Teachers; Secondary School Teachers; Inservice Teacher Education; Professional Development; Predictor Variables; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Prädiktor; Ausland; Indonesien
Abstract	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. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01