Acceptance of Technology in Higher Administration Education: A Study of Professors Using Virtual Learning Environments (VLE) at Universities in Rio Grande do Sul
DOI:
https://doi.org/10.18264/eadf.v15i1.2431Keywords:
Acceptance, AcceptanceTAM model, Universities, Business teachingAbstract
We aimed to investigate factors that influence the acceptance of ICT in higher education, especially VLE, by professors of Business Administration courses at different institutions in Rio Grande do Sul (RS). The study examined the variables of the Technology Acceptance Model (TAM), specifically Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Towards Technology (ATT), and Behavioral Intention (BI), as well as some external variables. The study is characterized as exploratory-descriptive, carried out through a survey with 118 professors from 26 public and private institutions in Rio Grande do Sul. Data analysis was conducted using structural equation modeling, supported by the SmartPLS-SEM software. We found that the perceived usefulness of the platform is the variable that most influences professors in terms of their intention to use VLE, followed by their attitude (positive or negative) towards the technology. Perceived satisfaction with the technology and self-efficacy of the Business Administration professors at the investigated universities proved to be the main predictors of perceived usefulness and ease of use of the VLE. Subjective norms, experience, and anxiety about using computers had no significant influence on the model tested. The study expands the set of empirical data related to discussions about the TAM model. In addition it not only evidenced the positive receptivity of professors concerning the VLE but also highlighted the importance of offering training courses that promote greater familiarity of teachers with the platform.
Keywords: Acceptance. TAM model. Universities. Business teaching. VLE.
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