Twenty-eighth International Conference on Learning

Abstract

Past research has utilized the Technology Acceptance Model (TAM) to understand users’ perceptions towards adopting a new technology or learning management system (LMS). There are several organizational-level, system-level, and user-level characteristics which influence the acceptance and adoption of a new technology within an organization. However, there are limited studies that examine the joint or simultaneous influence of the organization, system and individual-level attributes on the teachers’ adoption of an online training system, TalentLMS. The TalentLMS is a popular and affordable cloud-based training system in K-12 schools. The current study examines the influence of teachers’ perceptions of organizational support and peer influence (organizational-level factors), information quality and user friendliness (system-level factors), intrinsic motivation and personality (individual-level factors) on their adoption of TalentLMS. Specifically, the adoption of TalentLMS will be measured through the lens of TAM (perceived usefulness, perceived ease of use, behavioral intention and actual system use). Structural equation modeling was utilized to test the hypothesized model in which the joint influence of organization, system and individual-level factors on adoption of TalentLMS was examined. The sample participants were 270 middle school teachers in a school district. Preliminary results indicated that information quality and user friendliness significantly influence perceived usefulness and perceived ease of use whereas organizational support, intrinsic motivation and personality influenced the actual system use. The current study sheds new light on the influence of individual and contextual-level variables on teachers’ adoption of a cloud-based training LMS by using the TAM perspective.