About this paper

Appears in:
Pages: 1675-1678
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

WHY DO OUR FACULTIES USE E-LEARNING PLATFORM? EXTENDING THEORY OF PLANNED BEHAVIOR TO A CONTEXT OF HIGHER EDUCATION

L.M. Renda dos Santos1, S. Okazaki2

1Anhanguera University (BRAZIL)
2Universidad Autónoma de Madrid (SPAIN)
Online and distance education or e-learning has been identified as an adaptive method that utilizes Internet as a base, allowing students to assimilate study topics with their own pace. This contrasts with the traditional learning method where magisterial class teaching requires students to be physically present. However, this traditional method may be too inflexible in terms of both economy and practicability, as the student-per-class ratio increases while many part-time or full-time job holders want to be enrolled in undergraduate as well as graduate degrees.
One of the true advantages using interactive media in learning and teaching is that we can access information from any computers that may not necessarily connected to the University network. It refers to “distant learning” between students and instructors who may not have any physical contact. Computers with Internet connection serves as a communication channel. With this channel, instructors can develop participative courses in which students must complete a series of practices and exercises. A lack of physical proximity between individuals (i.e., instructors and students) is not an obstacle because there is always an immediate and efficient dialogue.
To date, research on e-learning centers on the highly industrialized nations, leaving other regions of the world underexplored. This study attempts to fill in this research gap by examining the e-learning adoption by a Brazilian university. As a theoretical base, we adapt decomposed theory of planned behavior that incorporates interactivity as an additional insight. An empirical survey is conducted with 434 faculty members. The findings suggest that self-efficacy, peer recommendation and interactivity are primary causes of intention to use e-learning.
@InProceedings{RENDADOSSANTOS2011WHY,
author = {Renda dos Santos, L.M. and Okazaki, S.},
title = {WHY DO OUR FACULTIES USE E-LEARNING PLATFORM? EXTENDING THEORY OF PLANNED BEHAVIOR TO A CONTEXT OF HIGHER EDUCATION},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {1675-1678}}
TY - CONF
AU - L.M. Renda dos Santos AU - S. Okazaki
TI - WHY DO OUR FACULTIES USE E-LEARNING PLATFORM? EXTENDING THEORY OF PLANNED BEHAVIOR TO A CONTEXT OF HIGHER EDUCATION
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 1675
EP - 1678
ER -
L.M. Renda dos Santos, S. Okazaki (2011) WHY DO OUR FACULTIES USE E-LEARNING PLATFORM? EXTENDING THEORY OF PLANNED BEHAVIOR TO A CONTEXT OF HIGHER EDUCATION, ICERI2011 Proceedings, pp. 1675-1678.
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