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dc.contributor.advisorChairperson, Graduate Committee: Arthur W. Bangerten
dc.contributor.authorBrown, Lisa Annen
dc.date.accessioned2018-05-09T19:08:56Z
dc.date.available2018-05-09T19:08:56Z
dc.date.issued2017en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14062en
dc.description.abstractLimited research exists on the factors that influence an instructor's choice to use a learning management system. The purpose of the current study is to explore how task technology fit constructs relate to the other constructs that comprise Davis' Technology Acceptance mode. The technology acceptance model is widely used as an indicator of actual use of a technology system. A sample of 284 instructors completed a survey consisting of demographic questions, open ended questions about their reasons for choosing to choose to utilize a learning management system, and Likert scale questions about six constructs of the research model including task technology fit, ease of use, usefulness, attitude, intent to use, and actual use. The relationships between TAM model constructs and Task Technology Fit were analyzed using a partial least squares structural equation model method with SMART- PLS. The relationship between task technology fit and actual use was mediated by ease of use, usefulness, attitude, and intent to use. To evaluate the constructs in the model, an exploratory factor analysis was conducted and the factor structure for online and face-to-face instructors were different. Two models were developed, one for face-to-face instructors, and one for online instructors to account for this difference. The research models were evaluated for face-to-face instructors and online instructors. The study found significant relationships between all the TAM constructs and Task Technology Fit for face-to-face instructors. The relationship between attitude and intent to use was not significant for online instructors. This research supports the need for more research into the differences between online and face-to-face instructor's perceptions of technology use. The differing instructional needs of face-to-face and online instructors have implications on the training and support an institution should provide to increase usage of learning management systems.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subject.lcshTeachersen
dc.subject.lcshComputer softwareen
dc.subject.lcshTechnologyen
dc.subject.lcshLeast squaresen
dc.titleInstructor usage of learning management systems utilizing a technology acceptance modelen
dc.typeDissertationen
dc.rights.holderCopyright 2017 by Lisa Ann Brownen
thesis.degree.committeemembersMembers, Graduate Committee: Carrie B. Myers; Tricia Seifert; Sweeney Windchief.en
thesis.degree.departmentEducation.en
thesis.degree.genreDissertationen
thesis.degree.nameEdDen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage178en
mus.data.thumbpage117en


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