Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

Abstract

After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.

Keywords:

• technology acceptance model
• experimental study
• virtual learning environment
• teacher
• higher education
• perceived ease of use

Notes on contributors

Dr. Bart Rienties is Reader in Learning Analytics at the Open University UK, and worked previously as senior lecturer at the Department of Higher Education at University of Surrey. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books.

Dr Bas Giesbers obtained his PhD in educational psychology at Maastricht University, the Netherlands, on the combined use of synchronous and asynchronous communication in online collaborative learning and the influence of motivation therein. He gained experience as an educational technologist and teacher in distance education and is currently working as project leader e-learning at the Rotterdam School of Management at Erasmus University. His research interests lie in Computer-Supported Collaborative Learning, blended learning, the role of motivation in learning and learning analytics.

Dr Simon Lygo-Baker has worked in academic development for the last ten years, most recently at King's College London. Whilst there he developed and delivered a range of accredited postgraduate programmes for staff across the university. In addition he established, in collaboration with academic staff, specific programmes and courses for departments and groups of staff aimed to enhance the learning opportunities for students. Currently he is involved in a range of research projects examining peer observation, student learning and professionalism in higher education at University of Surrey.

Serena Ma completed her Msc in Organisational Psychology at City University London and has worked in the last four years as independent consultant on a range on training and ICT-related projects in various public- and private institutions.

Roger Rees has worked for over twenty years in Further and Higher Education. As well as working as a senior lecturer he has led a number of successful innovation projects. His current role is in innovation and research in the Department of Technology Enhanced Learning at University of Surrey. His areas of interest include exploring the challenges and opportunities that developments in digital and networked culture present for learning and collaboration.