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Determinants of Teachers’ Attitude toward Microlecture: Evidence from Elementary and Secondary Schools
1
Institute of higher education, Lanzhou University, Lanzhou, Gansu 730000, China
2
Department of Economics, San Jose State University, San Jose, CA 95192, USA
Online publication date: 2017-08-22
Publication date: 2017-08-22
Corresponding author
Xu Fang
Institute of Education, Lanzhou University, Lanzhou, Gansu 730000, China. Tel: +82-13893636179
Institute of Education, Lanzhou University, Lanzhou, Gansu 730000, China. Tel: +82-13893636179
EURASIA J. Math., Sci Tech. Ed 2017;13(8):5597-5606
KEYWORDS
Behavioral IntentionmicrolectureTechnology Acceptance Modelteachers in elementary and secondary schools
ABSTRACT
We study the factors that determine teachers’ behavioral intention to adopt microlecture. We collect 500 survey responses across elementary and secondary schools in China and propose a model based on three previous works: Technology Acceptance Model 3 (TAM 3), Innovation Diffusion Theory and Model of Personal Computer Utilization (MPCU). Our results show that perceived usefulness is a significant determinant for teachers’ attitude toward microlecture. Perceived ease of use and output quality significantly influence perceived usefulness, with the latter being more significant. Additionally, external control and computer self-efficacy are found to be factors that influence perceived usefulness. External control is a more significant contributor to perceived usefulness. Overall, our model accounts for 57.1% of variability in teachers’ intention to use microlecture. Out of 11 formulated hypotheses, 6 are supported by the data. The results provide valuable implications for ways to increase teachers’ acceptance of microlecture.
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