Abstract:

Technology-assisted teaching and learning is an ongoing trend and one of the major fields of today's educational research and educational policy-making. Despite considerable efforts to introduce educational technology into everyday university life for both teachers and students, the current state of development continues to fall short of expectations. While some institutions have been successful in developing and extending their e-learning offer, others still experience difficulties in terms of willingness to adopt (Fathema, Shannon, & Ross, 2015). Previous research on e-learning acceptance has been based predominantly on technology-focused frameworks. According to Šumak, Heričko, and Pušnik (2011, p. 2067), the Technology Acceptance Model (TAM; Venkatesh, Morris, Davis, & Davis, 2003) is the “most-used acceptance theory in e-learning acceptance research” and has been used in various studies observing both student’s and instructor’s perspective. In line with TAM, behavioral reasoning theory (BRT) also refers to traditional behavioral theories, such as the theory of reasoned action (TRA; Fishbein & Ajzen, 1975) and the theory of planned behavior (TPB; Ajzen, 1985). They all share the assumption that behavioral intentions are directly related to subsequent actual behavior. According to TBP, behavioral intentions are shaped by attitudes which stem from behavior related value expectations, subjective norms that represent social and normative beliefs, and perceived behavioral control referring to the perceived ease and capability of an individual to perform a specific behavior. BRT additionally takes reasons for and against a certain behavior into account and “proposes that reasons serve as important linkages between people’s beliefs, global motives […], intentions, and behavior” (Westaby, 2005, p. 98). The theory is based on the idea that reasons “help individuals justify and defend their actions, which promotes and protects their self-worth” (Westaby, 2005, p. 98). The paper discusses the adoption of educational technology from the perspective of the behavioral reasoning theory and draws conclusions for the promotion and development of educational technology. Furthermore, we present intermediate results from an empirical study describing reasons for and against the educational usage of learning management systems in a university context.

References
[1] Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. In P. D. J. Kuhl & D. J. Beckmann (Eds.), Action Control (pp. 11–39). Springer Berlin Heidelberg.
[2] Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the Technology Acceptance Model (TAM) to examine Faculty use of Learning Management Systems (LMSs) in higher education institutions. MERLOT Journal of Online Learning and Teaching, 11(2), 210–232.
[3] Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: an introduction to theory and research. Addison-Wesley Pub. Co.
[4] Šumak, B., Heričko, M., & Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6),
[5] Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425–478.
[6] Westaby, J. D. (2005). Behavioral reasoning theory: Identifying new linkages underlying intentions and behavior. Organizational Behavior and Human Decision Processes, 98(2), 97–120.

Keywords:

e-learning, acceptance, behavioral reasoning theory.