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Dasgupta, Subhasish; Granger, Mary J.; McGarry, Nina

doi:10.1023/a:1015221710638

Cited by 140 publications

(31 citation statements)

References 15 publications

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“…TAM has been applied in numerous studies such as personal computers, word processors, e-mail systems, e-collaboration, the internet, e-library, Blackboard LMS, online shopping, and e-Commerce to test validity (e.g. Dasgupta, Granger & Mcgarry, 2002;Davis et al, 1989;Gefen, Karahanna, & Straub, 2003;Koufaris, 2002;Landry, Griffeth & Hartman, 2006;Lederer, Maupin, Sens, & Zhuang, 2000;Yusoff et.al., 2009;Zhang & Prybutok, 2004). TAM2 has had a similar impact to explain technology acceptance.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

E-Assessment Adaptation at a Military Vocational College: Student Perceptions

Çiğdem¹,

Öncü

2015

EURASIA J MATH SCI T

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This survey study examines an assessment methodology through e-quizzes administered at a military vocational college and subsequent student perceptions in spring 2013 at the "Computer Networks" course. A total of 30 Computer Technologies and 261 Electronic and Communication Technologies students took three e-quizzes. Data were gathered via an online questionnaire. A model derived from Technology Acceptance Model 2 (TAM2) was proposed to examine perceptions about the eassessment system. A structural equation modeling analysis employed to examine relationships among age, type of high school student graduated from, computer ownership, course grade, technological complexity, content of questions in online quizzes, perceived usefulness and intention to use. Also, content analysis was performed on qualitative data. Results showed that perceptions about question contents significantly affected perceived usefulness. Perceived usefulness had great influence on behavioral intention -substantiating the TAM literature. Student perceptions were neither overly optimistic nor pessimistic qualitatively. All in all, students appear to require training about e-assessment to benefit from it. The overall implication is that to boost use of e-quizzes, it is imperative to help students recognize the e-quizzes are useful for themselves.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

E-Assessment Adaptation at a Military Vocational College: Student Perceptions

Çiğdem¹,

Öncü

2015

EURASIA J MATH SCI T

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“…The implications of this study reveal the importance of managing self-efficacy and computer usage through training programs and other support mechanisms. Dasgupta, Granger, and McGarry, 2002 Extended TAM to test its applicability in the user acceptance of e-collaboration technology They included an additional variable, level, to test for significant differences between novice and advanced users. This study found that neither perceived ease of use nor perceived usefulness significant affected usage.…”

Section: Chin and Todd 1995mentioning

confidence: 99%

Measuring the Acceptance of Internet Technology by Consumers

Amoroso

Hunsinger

2009

International Journal of E-Adoption

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This research reviews studies using the Technology Acceptance Model (TAM) to create a modified model and instrument to study the acceptance of Internet technology by consumers. We developed a modified TAM for the acceptance of Internet-based technologies by consumers. We retained the original constructs from the TAM and included additional constructs from previous literature including gender, experience, complexity, and voluntariness. We developed a survey instrument using existing scales from prior TAM instruments and modified them where appropriate. The instrument yielded respectable reliability and construct validity. The findings suggest that the modified TAM is a good predictor of consumer behavior in using the Internet. We found that attitude toward using the Internet acts as a strong predictor of behavioral intention to use, and actual usage of Internet technologies. Future researchers can use the resultant instrument to test how consumers adopt and accept Internet-based applications.

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“…In other words, employees' ability to adopt collaborative technology is dependent on its perceived usefulness [50], [51]. However, employees draw on their own experience and prejudice when judging the usefulness of a system [50], [52]. Clearly, if CNL does not provide useful information exchanges, it will not motivate employees to collaborate and contribute to learning.…”

Section: Paper Collaborative Networked Learning In Manufacturingmentioning

confidence: 99%

Collaborative Network Learning in Manufacturing

Quik

Wright

Rashid

et al. 2014

Int. J. Adv. Corp. Learn.

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This study aims to investigate the antecedents of collaborative networked learning (CNL), to develop an integrative CNL framework and to bridge the gap between theory and praxis in manufacturing. It provides a holistic perspective of CNL within the complexity of the manufacturing environment, including empirical investigation using survey questionnaires. The findings and discussions draw upon socio-technical systems (STS) theory, and present the theoretical context and interpretations through the lens of manufacturing employees. Results of the study show the existence of significant positive influences of organizational support, promotive interactions, positive interdependence, internal-external learning, perceived effectiveness and perceived usefulness of CNL among manufacturing employees. The study offers a basis for empirical validity for measuring CNL in organizational learning, knowledge and information sharing in manufacturing.

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Untitled

Cited by 140 publications

References 15 publications

E-Assessment Adaptation at a Military Vocational College: Student Perceptions

E-Assessment Adaptation at a Military Vocational College: Student Perceptions

Measuring the Acceptance of Internet Technology by Consumers

Collaborative Network Learning in Manufacturing

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