Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems

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• 作者：Donatella Persico ; Stefania Manca ; Francesca Pozzi
• 关键词：E-learning ; Evaluation ; Technology Acceptance Model (TAM) ; Tracking ; Learning outcomes ; Educational innovation
• 刊名：Computers in Human Behavior
• 出版年：January, 2014
• 年：2014
• 卷：30
• 期：Complete
• 页码：614-622
• 全文大小：1125 K

文摘

This paper describes an experience where the Technology Acceptance Model (TAM) has been adapted for use in the evaluation of methodological and technological innovations determined by the introduction of a new e-learning system in an Italian online university. While the original TAM allows one to assess acceptance and adoption of a new technology, in this case there was also a need to consider all the phases of use of the system (course design, running and evaluation), all the users of the system (students, teachers and e-learning management), and all the system鈥檚 components (the e-learning platform, the learning resources and mostly the underlying pedagogical approach). The resulting model, which is an extension of the original TAM, is a three-dimensional one, with three aspects to be considered on each axis (phases of use, users and components). For each of the 27 combinations of these aspects, indicators of usefulness and ease-of-use have been identified. When available, data concerning actual use (derived from the tracking functions of the platform) and effectiveness (based on teachers鈥?adoption of new tools and students鈥?learning outcomes) have also been used to complement the data.