School of Education
Doctor of Education (EdD)
E-learning, E-learning acceptance, K-12 teachers, K-12 virtual schools, Technology Acceptance Model (TAM)
Education | Online and Distance Education | Secondary Education and Teaching
Attis, Juliette, "An Investigation of the Variables That Predict Teacher E-Learning Acceptance" (2014). Doctoral Dissertations and Projects. 903.
Because of advancements in information communication technologies (ICT), education has evolved in terms of how the students are taught and how students learn. Education can take place in a traditional setting and/or a virtual learning environment (VLE). Consequently, the purpose of this quantitative predictive study was to examine variables that best predict the e-learning acceptance of public school K-12 e-learning teachers. Using a hierarchical regression analysis to analyze 112 teacher survey responses, results demonstrated that the model consisting of the predictor variables (i.e., demographics and experience variables, computer anxiety, computer self-efficacy, technological complexity, perceived convenience, perceived usefulness, and perceived ease of use) accounted for 48.3% of the variance in e-learning acceptance. Computer anxiety made the most significant contribution to the variance of the e-learning acceptance model and perceived convenience made the most individual significant contribution to the final model. Implications and recommendations for future research are subsequently presented.