Exploring teacher acceptance of e‐learning technology

By Allan Hoi Kau Yuen, Will Wai-Kit Ma. 2008

423 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/c38e53b597cd804f9a6300d525d2deacd4481bd2

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In Education

In Gender Studies

In Information Systems and Management

Citations in the corpus

Investigating the influence of the most commonly used external variables of TAM on students' Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios (2016, background): “Similarly, previous studies (including Hsia & Tseng, 2008, p.42; Moghadam & Bairamzadeh, 2009, p.1660; Yuen & Ma, 2008, p.233) showed that students with high levels of e-learning Self-Efficacy are more likely to use e-learning and students with lower e-learning Self-Efficacy may avoid using it.”
Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions (2021, background): “A positive relationship has been found between computer selfefficacy (i.e., users’ beliefs about their ability to interact with a technology) and intention to adopt technology for learning (Yuen & Ma, 2008).”
Cloud computing adoption and usage in community colleges (2011, background): “In an educational context, Yuen and Ma (2008) and Teo et al .”
Learners' acceptance of e-learning in South Korea: Theories and results (2009, result): “However, contrary to previous studies, perceived ease of use was the sole determinant of intention to use, while perceived usefulness did not have significant effect on intention to use (Yuen & Ma, 2008).”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “Similarly, (Yuen & Ma, 2008) revealed that the Hong Kong teachers' implementation of ICT was depended on simplicity of computer use and perceived teacher self-efficacy.”
Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors (2016, methodology): “This suggests that students who have higher e-learning Self-Efficacy are more likely to use e-learning (Yuen & Ma, 2008, p.233; Moghadam & Bairamzadeh, 2009, p.1660; Hsia & Tseng, 2008, p.42; Lee, 2006, p.523) and students who have lower e-learning Self-Efficacy may avoid using it.”