Technology acceptance in an academic context: Faculty acceptance of online education

The authors surveyed faculty from a college of business and a college of education regarding their attitudes toward online education. Results of the survey were examined to determine the degree to which the technology acceptance model was able to adequately explain faculty acceptance of online educa...

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Veröffentlicht in:	Journal of education for business 2008-01, Vol.83 (6), p.355-359
Hauptverfasser:	Gibson, Shanan G, Harris, Michael L, Colaric, Susan M
Format:	Artikel
Sprache:	eng
Schlagworte:	Administrator Education Betriebswirtschaft Betriebswirtschaftslehre College Faculty College students Colleges & universities Competitive advantage Computer Attitudes Computer Oriented Programs Computer Uses in Education Computerunterstützter Unterricht Distance Education Distance learning Education Educational Technology Gender differences Instructional Systems Intention Internet Job Performance Lernen Likert Scales Nontraditional Education Online Courses Organizational change Perceptions Predictor Variables R&D Regional Characteristics Research & development Student Evaluation Students Studies Studium Teacher Attitudes Teaching Methods Technological change Technology Technology Acceptance Model University faculty USA Web Based Instruction Wirtschaftspädagogik
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Zusammenfassung:	The authors surveyed faculty from a college of business and a college of education regarding their attitudes toward online education. Results of the survey were examined to determine the degree to which the technology acceptance model was able to adequately explain faculty acceptance of online education. Results indicate that perceived usefulness is a strong indicator of faculty acceptance; however, perceived ease of use offers little additional predictive power beyond that contributed by perceived usefulness of online education technology. (Contains 2 tables.)
ISSN:	0883-2323 1940-3356
DOI:	10.3200/JOEB.83.6.355-359