Extending the Social Influence Factor: Behavioural Intention to Increase the Usage of Information and Communication Technology-Enhanced Student-Centered Teaching Methods

Autor/inn/en	Leow, Lei Ping; Phua, Lian Kee; Teh, Sin Yin
Titel	Extending the Social Influence Factor: Behavioural Intention to Increase the Usage of Information and Communication Technology-Enhanced Student-Centered Teaching Methods
Quelle	In: Educational Technology Research and Development, 69 (2021) 3, S.1853-1879 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leow, Lei Ping) ORCID (Phua, Lian Kee) ORCID (Teh, Sin Yin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-10017-4
Schlagwörter	Social Influences; Intention; Technology Integration; Information Technology; Student Centered Learning; Teaching Methods; Undergraduate Study; Accounting; College Faculty; Public Colleges; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Informationstechnologie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Abrechnung; Buchführung; Buchhaltung; Fakultät; Ausland
Abstract	This study extends the social influence factor in the Unified Theory of Acceptance and Use of Technology (UTAUT) model by delineating it into coercive, normative, and mimetic pressures based on institutional theory. It investigates the role of each institutional pressure in influencing the behavioural intention of accounting lecturers in Malaysia's public universities to use Information and Communications Technology (ICT)-enhanced student-centred teaching methods. Using a purposive sampling method, self-report questionnaires were distributed to accounting lecturers in Malaysia's public universities offering undergraduate accounting programmes. This resulted in 114 usable questionnaires. The hypothesized relationships were tested using structural equation modeling via Smart-PLS software. Only coercive and normative pressures were found to have a significant and positive influence on behavioural intention. Mimetic pressures had an insignificant influence on behavioural intention. The findings of this study are useful to authorities in the higher education sector and practitioners who have been encouraging the student-centred teaching movement. This study provides further enlightenment on which social factors yield the most effects at the present moment and which social factors need greater work to yield better effects on increasing lecturers' behavioural intentions as a whole. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01