Modeling the Determinants of Pre-Service Teachers' Perceived Usefulness of E-Learning
Campus-Wide Information Systems Volume 28, Number 2, ISSN 1065-0741
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. (Contains 5 tables and 2 figures.)
Teo, T. (2011). Modeling the Determinants of Pre-Service Teachers' Perceived Usefulness of E-Learning. Campus-Wide Information Systems, 28(2), 124-140.