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THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROF
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| Title | THE EFFECT OF SOCIAL PRESENCE ON TEACHER TECHNOLOGY ACCEPTANCE, CONTINUANCE INTENTION, AND PERFORMANCE IN AN ONLINE TEACHER PROF |
| Author | Smith, Jo
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| Keywords | online teacher professional development
oTPD
e-learning
technology acceptance model
TAM
social presence
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| Abstract | The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher's acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students' attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers' intent to continue using oTPD for future professional development needs. |
| Adviser | Sivo, Stephen
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| Publisher | University of Central Florida |
| Degree | Ph.D.
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| Degree Discipline | Department of Educational Research, Technology and Leadership
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| Degree Grantor | Education
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| Degree Program | Education: Ph.D.
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| Graduation Date | 2006-12-01 |
| Type | Doctoral dissertation
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| Access Level | Public - Allow Worldwide Access
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| Release Date | 2007-01-11 |
| Repository | University Archives
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| Repository Collection | Electronic Theses and Dissertations
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| Identifier | CFE0001455 |
| Access Link | http://purl.fcla.edu/fcla/etd/CFE0001455 |
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