TAM and Stages of Adoption of Blended Learning in Higher Education by Application of Data Mining Techniques

Autor/inn/en	Martín-García, Antonio Víctor; Martínez-Abad, Fernando; Reyes-González, David
Titel	TAM and Stages of Adoption of Blended Learning in Higher Education by Application of Data Mining Techniques
Quelle	In: British Journal of Educational Technology, 50 (2019) 5, S.2484-2500 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martín-García, Antonio Víctor) ORCID (Martínez-Abad, Fernando) ORCID (Reyes-González, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12831
Schlagwörter	Blended Learning; Adoption (Ideas); Higher Education; Educational Technology; College Faculty; Models; Foreign Countries; Data Analysis; Technology Uses in Education; Intention; Predictor Variables; Teacher Characteristics; Spain + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Fakultät; Analogiemodell; Ausland; Auswertung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Prädiktor; Spanien
Abstract	The purpose of the study is to analyse and identify the stages of adoption of the blended learning (BL or b-learning) methodology in higher education contexts, and to assess the relationship of these stages with a set of variables related to personal and professional characteristics, attributes perceived on BL and contextual variables. About 980 active academic staff from 43 Spanish public universities participated. The technology acceptance model (TAM) was used as a theoretical framework for the operational definition of the variables. Through the use of data mining techniques (clustering and decision trees), groupings were made based on the b-learning adoption stage and a subsequent predictive model of these stages. The results show that the intention to use BL is the most important predictor variable in all models applied. In addition, the relationship between higher frequency of use and experience in digital educational environments with higher stages of implementation of the BL methodology was verified. Regarding the socio-demographic variables included in the study, it was observed that they exert effects that are marginal in all cases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01