The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology

By Øystein Sørebø, Hallgeir Halvari, Vebjørn Flaata Gulli, Roar Kristiansen. Comput. Educ., 2009

500 citations recorded by the source corpus.

Subfields: Communication, Information Systems and Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/734d05e01f451409985be3db410a75eb4ec0abd6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Wen-Shan Lin

In Information Systems and Management

1. Chi-Fang Yan
2. Ju-Shih Tseng
3. Wen-Shan Lin
4. C. Chang

In Social Psychology

1. Chi-Fang Yan
2. Ju-Shih Tseng
3. Wen-Shan Lin
4. C. Chang

Citations in the corpus

• Perceived Convenience in an Extended Technology Acceptance Model: Mobile Technology and English Learning for College Students. (2012, methodology): “Therefore, researchers in fields related to information management (Burton-Jones & Hubona, 2006; Turel et al., 2007) and education (Annear & Yates, 2010; Sørebø et al., 2009; Tselios et al., 2011) have tended to perform the model analysis for latent variables by PLS.”
• Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives (2012, background): “The importance of VLS satisfaction for continuing web-based learning systems has long been noted (Chiu et al., 2007a, 2007b; Limayem and Cheung, 2008; Sørebø et al., 2009).”
• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “Also, students’ and teachers’ motivation to use technology as a tool for learning will become an even more active area of research (Peters, Calvo, & Ryan, 2018; Sørebø, Halvari, Gulli, & Kristiansen, 2009).”
• Mobile-Based Assessment: Integrating acceptance and motivational factors into a combined model of Self-Determination Theory and Technology Acceptance (2017, unknown): “SDT has been already successfully applied to education (Deci, Vallerand, Pelletier, & Ryan, 1991; Naeghel, Keer, Vansteenkiste, Haerens, & Aelterman, 2016; Niemiec & Ryan, 2009) and on-line learning (Hartnett, 2015; Sørebø et al., 2009).”