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Modeling the determinants of pre‐service teachers' perceived usefulness of e‐learning

Teo, T.ORCID: 0000-0002-7552-8497 (2011) Modeling the determinants of pre‐service teachers' perceived usefulness of e‐learning. Campus-Wide Information Systems, 28 (2). pp. 124-140.

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Purpose: The purpose of this paper is to explore the determinants of pre-service teachers' perceived usefulness of e-learning for teaching and learning. Design/methodology/approach: A total of 189 pre-service teachers completed a survey questionnaire measuring their responses to four constructs which explain perceived usefulness in the context of e-learning: learning environment (LE), course delivery (CD), tutor attribute (TA), and facilitating conditions (FC). These were administered during the teaching term where participants were attending a technology course. Structural equation modeling (SEM) was employed for modeling and data analysis. Findings: Results revealed that 62.5 percent of the total variance in the pre-service teachers' perceived usefulness of e-learning was explained by the four variables. Among them, learning environment did not have a significant influence on perceived usefulness. Overall, the data in this study provided evidence to support the notion that perceived usefulness is a multidimensional construct. Originality/value: Perceived usefulness is often employed as an independent variable within a model (technology acceptance model) or theory (theory of planned behavior) in many acceptance studies. This study provides an alternative perspective and new insights of perceived usefulness by positioning it as a dependent variable. Methodologically, this study employed structural equation modeling as the technique to assess the effect of each of the four variables on perceived usefulness, something that conventional techniques (e.g.t-test, ANOVA) cannot do because the latter are not capable of analyzing latent and observed indicators simultaneously.

Item Type: Journal Article
Publisher: Emerald Group Publishing Limited
Copyright: © 2011 Emerald Publishing Limited
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