Analysing Technology Acceptance in Students and Academics

Abstract

This study aims to provide constructive solutions to enable both international students and academics to better understand and effectively use learning technologies.

Over a two-year period, The Technology Acceptance Model was applied using Constructivist Grounded Theory with academics and international students at a UK university to uncover the reasons why they accept and use particular technologies. Academics and students were interviewed, and focus groups were conducted with students. Lesson observations took place and focus groups with learning technologists and interviews with senior management were organised. The empirical data confirmed the view that specific learning technologies play a significant role in engaging international students.

New discoveries indicate that academics are more influenced by the perceived ease of use of learning technologies whereas students are more interested by their perceived usefulness. Students were more likely to accept learning technologies if they had a positive perceived effect on their academic performance and future employability. The findings demonstrate the level of support offered to academics needed to be improved so that they are able to develop their IT competencies and ultimately enable international students to better achieve learning outcomes.

The Student and Academic Technology Acceptance Model (SATAM) was developed as a conceptual framework which identifies specific external variables that affect technology acceptance in academics and international students which ultimately lead to positive behavioural intention and actual system use.