The Influence of User-Perceived Benefits on the Acceptance of Microlearning for Librarians' Training

Autor/inn/en	Isibika, Irene Shubi; Zhu, Chang; De Smet, Egbert; Musabila, Albogast K.
Titel	The Influence of User-Perceived Benefits on the Acceptance of Microlearning for Librarians' Training
Quelle	In: Research in Learning Technology, 31 (2023), (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
Schlagwörter	Foreign Countries; Learning Modules; Learning Activities; Library Education; Library Automation; Management Systems; Usability; Librarian Attitudes; Training; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Learning module; Lernmodul; Lernaktivität; Bibliothekarausbildung; Ausbildung; Tansania
Abstract	Microlearning has shifted professional training and development and its acceptance depends on perceived user benefits. This study examines the influence of user-perceived benefits on librarians' acceptance of the microlearning approach in selected universities in Tanzania. Using a questionnaire informed by the variables of the Technology Acceptance Model (TAM) model to collect data from a sample of 64 librarians, the results indicated that the perceived ease of use was found to play a more significant role in the acceptance of microlearning than perceived usefulness. However, the lack of in-person/physical interaction with peers during the training deterred the use of microlearning by the librarians. The positive influence of perceived usefulness and ease of use on the acceptance of microlearning strengthens the relevance of adopting microlearning as a didactic technology for librarians' training. The findings imply that proper implementation of microlearning as a training avenue is key due to the plenteous benefits it affords over the challenges. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01