34,948 research outputs found

    Message and Medium: The Role of Social and Individual Factors in Using Computer Mediated Communications

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    The proliferation of computers and technology has resulted in increased use of computer mediated communications. However, the effective use of technology like bulletin boards and e-mail based communications can only be obtained if we understand how to enhance employee usage. Although human-computer interface has been a topic of considerable studies, most research has been done with students and under controlled conditions. In addition, field research has been limited in its inclusion of both social and individual factors that affect usage. In order to expand this research we report the results of a longitudinal study conducted within an entrepreneurial software company that used an innovative bulletin-board communication system. Our study uses employee survey data to measure social and individual factors that encompass attitudes toward the computer system. In addition, we obtained actual employee usage (copies of all postings to the bulletin board system) for the 12-month period of time following our survey. In addition to reporting the results of our study, we discuss implications of this work for other forms of computer mediated communications

    Who Spends More Online? The Influence of Time, Usage Variety, and Privacy Concern on Online Spending

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    The paper tests the influence of adoption time, online time, usage variety, and privacy concern on online spending. Findings support the hypothesis that online time, adoption time, and usage variety, the three dimensions of Internet usage experience, have a positive and significant influence on the amount of money consumers spend online, and privacy concern has a negative and significant influence. The control variables included in the model are gender, age, education, and income. Gender, age, and education did not influence online spending. However, income has a significant effect on online spending. Theoretical and strategic implications and recommendations for future research are presented

    Digital learning resources and ubiquitous technologies in education

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    This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educator’s perspective. Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a step-wise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.peer-reviewe

    Factors influencing faculty computer literacy and use in Jordan: A multivariate analysis

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    This study broadens the Technology Acceptance Model (TAM) proposed by Davis (1989) by incorporating multiple dimensions of cultural attributes into the model. The study also specifies and expands on the factors that may influence faculty members\u27 computer literacy and computer usage in a developing country, namely Jordan. To operationalize the constructs of the introduced conceptual model, eight instruments were used. They are Igbaria, Zinatelli, Cragg, and Cavaye\u27s (1997) scales of organizational support; Hofsted\u27s (1988) scale of cultural attributes; Igbaria and Parasuraman\u27s (1989) scale of attitudes toward computers; Thatcher and Perrewe\u27s (2002) scale of computer anxiety; Compeau and Higgins\u27s (1995) scale of computer self-efficacy; Igbaria, Zinatelli, Cragg, and Cavaye\u27s (1997) scales of computer perceived usefulness and perceived ease of use; Wright\u27s (1980) scale of computer literacy; and Igbaria, Zinatelli, Cragg, and Cavaye\u27s (1997) scale of computer usage. The data for the study were collected through a field study with Jordanian faculty remembers as subjects. A national sample of 2500 faculty members from 16 universities in Jordan participated in this study. Responses were received from 812 participants, yielding a response rate of 32.5 percent. Sixty five questionnaires were found unusable, and therefore were discarded. A total of 747 questionnaires (or 29.9 percent) were used in the study. A variety of multivariate statistical techniques were employed to assess the validity of 115 research hypotheses. The multivariate statistical techniques include factor analysis, canonical correlation analysis, multivariate analysis of variance and covariance (MANOVA and MANCOVA), and multivariate regression analysis. The results of the data analyses provided support for 42 hypotheses out of the 115 hypotheses that were examined. The supported set of hypotheses revealed that computer literacy and computer usage were directly affected by individual cultural attributes and were also indirectly affected by them through computer beliefs and behavior variables

    Understanding the Formation of General Computer Self-Efficacy

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    This study investigates the information sources of general computer self-efficacy suggested by its origin in Social Cognitive Theory. These antecedents are rarely explored in the literature, and much of the focus has been on personal experiences or environmental factors. A re-examination of the theoretical foundation of self-efficacy suggests a broader set of antecedents. Selecting business students as the research subject, we propose and test a comprehensive nomological network of computer self-efficacy with seven antecedents and two consequences—computer attitudes and MIS intention (defined as one’s intention to select MIS for his/her future study and career). The results support that computer knowledge, current computing experiences, computer anxiety, and age affected the formation and development of computer self-efficacy among the sampled students; computer self-efficacy and social norms had strong effects on computer attitudes and MIS intention. Implications for both research and MIS education are discussed

    Examining the factors of the Technology Acceptance Model for Counselor Education graduate students in CACREP-accredited programs

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    Doctor of PhilosophyDepartment of Special Education, Counseling and Special AffairsKenneth HugheyAs higher education continues to integrate technology, the counselor education field has evolved and recognized the importance of graduate students’ attitudes towards technology acceptance of a wide array of technology in their training programs (Burt, Gonzalez, Swank, Ascher, & Cunningham, 2011; Kennedy, 2011; Orr, 2011; Sabella, Poynton, & Isaacs, 2010; Tyler & Sabella, 2004). This study examined the attitudes of counselor education graduate students in CACREP-accredited program towards technology acceptance using the Technology Acceptance Model (TAM) as the theoretical framework for the study. In particular, the purpose of this study was to better understand counselor education graduate students’ attitudes towards technology acceptance as it relates to perceived ease of use, perceived usefulness, technology self-efficacy, and technology anxiety. Participants in the study were 107 graduate students who were enrolled in Fall 2018 at 10 Midwest CACREP-accredited counselor education programs. Data were gathered by an online survey consisting of a demographic questionnaire and four instruments (Technology Acceptance Model Scales, Media and Technology Usage and Attitudes Scale, Technology Self-efficacy Scale, and Technology Anxiety Scale). The results of the hierarchical regression analysis for each of the research questions revealed several significant findings regarding graduate students’ attitudes towards use of technology. For the first research question, perceived ease of use was predicted by technology self-efficacy and technology anxiety. The results indicated perceived ease of use was influenced positively by technology self-efficacy and negatively by technology anxiety. For the second research question, perceived usefulness was predicted by technology self-efficacy and technology anxiety. The results indicated perceived usefulness was influenced positively by technology self-efficacy and negatively by technology anxiety. For the third research question, counselor education graduate students’ attitudes towards the use of technology was predicted by perceived usefulness. In addition, this study found a strong positive relationship between perceived ease of use and perceived usefulness likely due to multicollinearity. Technology plays an increasing role in counselor education programs. Findings from this study provide important information for counselor education programs to consider regarding graduate students’ attitudes towards the use of technology

    The development of technological management model: A conceptualization of computer technology in the workplace

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    The purpose of this dissertation was to develop a model that would serve to assist scholars, business professionals, and employees manage the influence of computer technology in the workplace. This study also focused on mandated use environments given the paucity of research in this area. In doing so, Technology Management Model (TMM) was developed. Actor Network Theory (ANT; Callon, 1986; Latour, 1987; Law, 1987) and Social Cognitive Theory (SCT; Bandura, 1986) provided support for the multifactor design of TMM. As a result, TMM was comprised of three latent variables of technological, personal, and organizational factors though to influence the attitudes employees hold toward computer technology in the workplace. Further, these attitudes held by employees were then hypothesized to be positively related to their work related attitudes of job satisfaction and organizational commitment. The results generally supported all of the correlational hypotheses and also indicated that the data fit the TMM. Implications for these findings are discussed with an emphasis on the value derived from the initial development of TMM including its simplicity, practicality, and its appeal to scholars, business professionals, and employees. Specifically, TMM appears to explain the influence technology has on the organization and its members in mandated use work environments

    Testing the Technology Acceptance Model 3 (TAM 3) with the Inclusion of Change Fatigue and Overload, in the Context of Faculty from Seventh-day Adventist Universities: A Revised Model

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    Problem. In recent years, the use of technology in institutions of higher learning has grown significantly. The use of Learning Management Systems (LMSs) is central to this growth. LMSs assist in the ease, consistency, and effectiveness of delivering instruction to students. The challenges involved in implementing an LMS, and the time pressures placed on faculty make decisions concerning LMSs particularly crucial. Since the goal of administration is to encourage adoption and optimal usage of the LMS by as many faculty members as possible, the focus of this study is the dynamic of factors that predict usage of Learning Management Systems. Method. Two hundred randomly selected faculty members responded to a 40-item SurveyMonkey questionnaire based on the TAM 3 variables plus Change Fatigue, Overload, and demographics. This questionnaire evaluated factors that influence their use of the LMS employed by their university. Correlations, regressions, and path analysis were employed to test critical links between key variables in the model. Results. Analysis found substantial differences from links in the TAM 3 model. Specifically, factors including Subjective Norm, Image, Computer Self-Efficacy, Computer Anxiety, Computer Playfulness, Perceived Enjoyment, Objective Usability, and Experience did not significantly impact the present model. The consistent dynamic on all of these variables is that with greater fluency, more extensive use of computers, and the effect of digital wisdom, each of these factors fades in importance. Whereas Overload did not impact the model, Change Fatigue was a significant predictor of lower LMS usage. A more parsimonious revised model of factors that reflect these changes was constructed. Conclusions. The proposed design appears to be a simpler and more streamlined model for use by administrators in understanding the factors that lead to effective and increased use of Learning Management Systems. The core elements of the TAM 3 remain intact. This suggests that administrators should pay close attention to perceived usefulness of the LMS, perceived ease of use, voluntariness, and change fatigue in selecting and implementing any new system and in seeking to increase adoption of the current system

    Self-direction and Technology Use Among New Workforce Entrants

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    With the knowledge age evolving, colleges and universities should be ever vigilant to assure that the pedagogies practiced are adequately preparing future workers with skills required to keep pace (Scardamalia & Bereiter, 2006). Business managers have identified self-direction and technology use as increasingly important in the 21st century (Partnership for 21st Century Skills, 2006), yet a gap in research of pedagogies that advance self-directedness and promote technology use has been found. To help identify new pedagogies, the purpose of this study was to identify the relationship between self-directed learning (SDL) and technology use of people entering the workplace. A sample of 572 recent university graduates represented the new workforce entrants. Based on the Personal Responsibility Orientation (PRO)-Model of SDL (Brockett & Hiemstra, 1991), factors of self-direction were identified and measured by the Personal Responsibility Orientation -Self Directed Learning Scale (PRO-SDLS) (Stockdale, 2003). Attitudinal factors of technology use were measured by the Computer Technology Use Scale (CTUS) (Conrad & Munro, 2008). Results of this study indicated that while significant relationships between SDL and technology use were found, the effect size of the model tested is low (less than .03). Hierarchical regression indicated the factors of SDL as predictors of computer self-efficacy, attitudes toward technology use and computer anxiety are significant in some cases but account for less than 7% of the variance for any one factor. Additionally, both instruments used in this study are relatively new. While reliability for the PRO-SDLS was found to be consistent with previous research, this study indicates that caution should be taken in using the CTUS. Based on these results, this study includes implications for practice as well as recommendations for future research
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