Assuring Graduate Competency: A Technology Acceptance Model for Course Guide Tools

Autor/inn/en	Atif, Amara; Richards, Deborah; Busch, Peter; Bilgin, Ayse
Titel	Assuring Graduate Competency: A Technology Acceptance Model for Course Guide Tools
Quelle	In: Journal of Computing in Higher Education, 27 (2015) 2, S.94-113 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-015-9095-4
Schlagwörter	Foreign Countries; College Graduates; Computer Attitudes; Technology; Adoption (Ideas); Models; Information Systems; Usability; Intention; Self Efficacy; Anxiety; Social Influences; Curriculum Development; Goodness of Fit; Structural Equation Models; Least Squares Statistics; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulabsolvent; Hochschulabsolventin; Technologie; Ideas; Ideenfindung; Analogiemodell; Self-efficacy; Selbstwirksamkeit; Angst; Sozialer Einfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Australien
Abstract	Higher education institutions typically express the quality of their degree programs by describing the qualities, skills, and understanding their students possess upon graduation. One promising instructional design approach to facilitate institutions' efforts to deliver graduates with the appropriate knowledge and competencies is curriculum mapping. To support the complex activity of curriculum mapping and to address existing problems associated with current practices around unit guides, that many Australian higher education institutions are developing unit guide information systems (UGISs). This study examines factors influencing the acceptance and use of UGIS by unit conveners and academics. This study proposed a model for the acceptance of UGIS, which integrated key constructs from the technology acceptance model (TAM), social cognitive theory and model of PC utilization including seven main factors: perceived usefulness, perceived ease of use, attitude towards using the UGIS, intention to use the UGIS, social influence, unit guide specific self-efficacy, and unit guide specific anxiety. The model was tested on a sample of 134 unit guide users from 39 Australian universities and analyzed using structural equation modeling and partial least squares methods. Analysis showed that attitude, perceived usefulness, and perceived ease of use from the basic TAM model contributed significantly to explain the intention of academics and unit conveners to use UGIS. In addition, the integration of self-efficacy, anxiety and social influence as constructs were found to improve the fit of the model. Implications of the results are discussed within the context of unit guides and curriculum mapping. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01