Categories: Communication Design, Technology
Subject and Citations:
The authors expanded the technology acceptance model to predict intention to teach online. "The TAM has been used in IT research to explain user acceptance and a wide range of technology based behaviors (Lee, Cheung, & Chen, 2005). Despite the TAM’s proven capability of explaining technology acceptance, the model has not been broadly applied outside IT and business. The few studies that have extended the TAM beyond IT have found that the inclusion of additional variables is necessary to add explanatory power (Davis, Bagozzi, & Warshaw, 1992; Hsu & Lu, 2004; Kim, 2008). Several variables have been related to the TAM such as intrinsic motivation (Roca & Gagne, 2008; Venkatesh & Davis, 1996), facilitating conditions (Cheung, Chang, & Lai, 2000), and competence (Roca & Gagne, 2008; Venkatesh & Davis, 2000).
They sought to determine what factors led to faculty accepting or rejecting the opportunity to teach online. Their research prior to the student led them to conclude:
"Faculty also report a number of other factors related to their resistance to online education. Yang and Cornelius (2005) note that faculty were concerned that their traditional courses were not compatible with online education. Several studies suggest that the amount of time required to transition traditional courses to the online format may be a critical obstacle (Arbaugh, 2000; Hartman, Dzuiban, & Moskai, 2000; Shea, 2007b). Others have reported that faculty were concerned about compensation issues (Hartman et al., 2000; Shea, 2007b), inadequate training (Arbaugh, 2000; Pankowski, 2004), and lack of administrative support (Bower, 2001; Yang & Cornelius, 2005)" (Steward, Bachman, & Johnson, 2010, p. 598).
Their results using the test were generally inconclusive, but they did find that those who were intrinsically motivated to teach traditionally were resistant to online teaching opportunities.
