Predicting User Acceptance of Collaborative Technologies: An Extension of the Technology Acceptance Model for E-Learning

Autor/inn/en	Cheung, Ronnie; Vogel, Doug
Titel	Predicting User Acceptance of Collaborative Technologies: An Extension of the Technology Acceptance Model for E-Learning
Quelle	In: Computers & Education, 63 (2013), S.160-175 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.12.003
Schlagwörter	Computer Attitudes; Adoption (Ideas); Models; Electronic Learning; Cooperative Learning; College Students; Student Surveys; Behavior Standards; Social Behavior; Intention; Student Behavior + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Analogiemodell; Kooperatives Lernen; Collegestudent; Schülerbefragung; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten
Abstract	Collaborative technologies support group work in project-based environments. In this study, we enhance the technology acceptance model to explain the factors that influence the acceptance of Google Applications for collaborative learning. The enhanced model was empirically evaluated using survey data collected from 136 students enrolled in a full-time degree program that used Google Applications to support project work. According to the research results, determinants of the technology acceptance model are the major factors influencing the adoption of the technology. In addition, the subjective norm represented by peers is found to significantly moderate the relationship between attitude and intention toward the technology. However, our results do not show a significant effect of subjective norms represented by instructors and mass media on students' intentions to use the technology. The ability to share information in the collaborative learning environment is found to influence intention and behavior toward the Google Applications platform. (Contains 5 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10