Determinants of Teachers’ Attitude toward Microlecture: Evidence from Elementary and Secondary Schools
Xu Fang 1  
,  
 
 
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1
Institute of higher education, Lanzhou University, Lanzhou, Gansu 730000, China
2
Department of Economics, San Jose State University, San Jose, CA 95192, USA
CORRESPONDING AUTHOR
Xu Fang   

Institute of Education, Lanzhou University, Lanzhou, Gansu 730000, China. Tel: +82-13893636179
Online publish date: 2017-08-22
Publish date: 2017-08-22
 
EURASIA J. Math., Sci Tech. Ed 2017;13(8):5597–5606
KEYWORDS
ABSTRACT
We study the factors that determine teachers’ behavioral intention to adopt microlecture. We collect 500 survey responses across elementary and secondary schools in China and propose a model based on three previous works: Technology Acceptance Model 3 (TAM 3), Innovation Diffusion Theory and Model of Personal Computer Utilization (MPCU). Our results show that perceived usefulness is a significant determinant for teachers’ attitude toward microlecture. Perceived ease of use and output quality significantly influence perceived usefulness, with the latter being more significant. Additionally, external control and computer self-efficacy are found to be factors that influence perceived usefulness. External control is a more significant contributor to perceived usefulness. Overall, our model accounts for 57.1% of variability in teachers’ intention to use microlecture. Out of 11 formulated hypotheses, 6 are supported by the data. The results provide valuable implications for ways to increase teachers’ acceptance of microlecture.
 
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