Pre-service teacher’s acceptance and use of a synchronous and collaborative online tool to support teaching and learning at a private higher educational institute
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Authors
Machingambi, Alfred
Batchelor, Jacqueline
Issue Date
2019
Type
Article
Language
en
Keywords
Acceptance and use of technology , Unified Theory of Acceptance and Use of Technology 2 , UTAUT2 model , pre-service teachers , VIA App , Synchronous and collaborative learning in online spaces
Alternative Title
Abstract
New and emerging technologies continue to disrupt the teaching and learning processes and these new innovations are not always easily accepted. In this study, the researchers employed Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) in order to identify the factors that influencing the use and acceptance of a digital emerging technology called the VIA App at a private higher education institution in South Africa. VIA App is a wireless presentation and synchronous collaboration application affording multiple users access to shared content that can be review a quantitative descriptive approach wed and amended in real-time during the learning process. This qualitative study made use of a questionnaire to teste six of the UTAUT2 constructs to determine acceptance using a 5-point Likert scale. Results indicate constructs such as performance expectancy significantly influence the use and acceptance of VIA app. In addition, findings suggest that effort expectancy, social influence, facilitating conditions, hedonic motivation and habit partially influence the use of the VIA App during teaching and learning. Pre-service teachers’ gender was also found to be significant determinant to the overall acceptance and use of the synchronous and collaborative VIA App.
Description
Citation
2019 ISTE International Conference on Mathematics, Science and Technology Education, 21-25 October 2019, Mopani Camp in Kruger National Park, Mpumalanga, South Africa
Publisher
Institute of Science & Technology Education, University of South Africa
License
© 2019 Institute for Science and Technology Education (ISTE), University of South Africa
All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review.
All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review.