An Enhanced Technology Acceptance Model for Web-Based Learning

TLDR

Information technology plays an increasingly important role in education, yet resistance to its adoption remains significant. This study aims to identify additional determinants of IT acceptance among educators. A survey of 280 full‑time teachers enrolled as part‑time bachelor students applied a combined TAM–SCT framework. The model confirms TAM factors predict behavioral intention and shows computer self‑efficacy significantly influences teachers’ technology acceptance, highlighting implications for education.

Abstract

Although information technology (IT) has played an increasingly important role in contemporary education, resistance to IT remains significant in the education sector. This study attempts to identify additional key determinants of the IT acceptance in the education sector based on a study in which. 280 full-time teachers who were part-time students of a bachelor degree program participated. The current technology acceptance model (TAM) and the social cognitive theory (SCT) are combined to provide a new framework for this analysis. Results of the study are consistent with the TAM factors for explaining behavioral intention. The study also indicates that the computer self-efficacy (CSE) has substantial influence on the teachers’ technology acceptance. Implications of the resulting factors are discussed within the context of education.