Abstract

This study applies the decomposed theory of planned behaviour to explore university faculty members' e-learning adoption in Brazil. Attitude (perceived usefulness, ease of use, compatibility, and relative advantage), subjective norms (external influence and student-instructor interaction), and behavioural control (level of interactivity and resource facilitating conditions) collectively influence intention to use e-learning, which in turn determines actual behaviour. The effect of occupational socialisation was posited as a moderator to examine the differences between full-time (professors) and part-time (tutors) faculty members. A quantitative survey was conducted and 446 usable responses were received in total. The research model fitted the data well and supported most of the hypotheses. In addition, the occupational categories (professors versus tutors) had an impact on some of the paths, while latent means were greater among professors, compared with tutors. In conclusion, significant implications are discussed while important limitations are recognised and future research directions are suggested.

Citation

Renda dos Santos, L.M. & Okazaki, S. (2016). Planned e-Learning Adoption and Occupational Socialisation in Brazilian Higher Education. Studies in Higher Education, 41(11), 1974-1994. Retrieved August 8, 2024 from https://www.learntechlib.org/p/193628/.

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Keywords

• Adoption (Ideas)
• Beliefs
• College Faculty
• construct validity
• Educational Planning
• electronic learning
• Factor Analysis
• Foreign Countries
• higher education
• Intention
• Maximum Likelihood Statistics
• Online Surveys
• socialization
• Statistical Analysis
• teacher attitudes
• Teacher Behavior
• usability