The Determinants of Teachers' Continuance Commitment to E-Learning in Higher Education

Autor/inn/en	San-Martín, Sonia; Jiménez, Nadia; Rodríguez-Torrico, Paula; Piñeiro-Ibarra, Irati
Titel	The Determinants of Teachers' Continuance Commitment to E-Learning in Higher Education
Quelle	In: Education and Information Technologies, 25 (2020) 4, S.3205-3225 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (San-Martín, Sonia) ORCID (Jiménez, Nadia) ORCID (Rodríguez-Torrico, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10117-3
Schlagwörter	Electronic Learning; Higher Education; Teacher Attitudes; Teacher Characteristics; Integrated Learning Systems; College Faculty; Correlation; Persistence; College Environment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Fakultät; Korrelation; Ausdauer; Hochschulumwelt
Abstract	Technological evolution involves a challenge for teachers and higher education institutions to achieve e-learning success. This paper addresses this issue from the teachers' perspective to reveal what characteristics of the e-learning system affect teachers' continuance commitment and contribute to the increase and permanence of e-learning programmes. This study investigates possible relationships among intrinsic and extrinsic variables (self-efficacy beliefs, system quality and organisational impact) and teachers' continuance commitment. Based on previous information systems and e-learning research literature, this study presents an extended version of the Information System Success Model. The PLS-SEM method was employed to analyse the data collected from a probabilistic representative sample of 90 online teachers, 54% of them are male from different ages and teaching disciplines, and 78.6% of them are full-time teachers. Results show that having a well-established learning management system in the institution reinforces the instructors' commitment. Institutions should build a learning environment that fits instructors' needs, develop a creative, collaborative, secure, friendly and up-to-date platform with quality interactions between learners and instructors. Apart from offering good system quality and technical assistance, perceived organisational impact reveals as a key to achieving teachers' commitment to e-learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01