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dc.contributor.authorSan Martín Gutiérrez, Sonia 
dc.contributor.authorJiménez Torres, Nadia Huitzilin 
dc.contributor.authorRodríguez Torrico, Paula 
dc.contributor.authorPiñeiro Ibarra, Irati
dc.date.accessioned2024-02-15T12:57:26Z
dc.date.available2024-02-15T12:57:26Z
dc.date.issued2020-01
dc.identifier.issn1360-2357
dc.identifier.urihttp://hdl.handle.net/10259/8686
dc.description.abstractTechnological evolution involves a challenge for teachers and higher education institutions to achieve e-learning success. This paper addresses this issue from the teachers’ perspective to reveal what characteristics of the e-learning system affect teachers’ continuance commitment and contribute to the increase and permanence of e-learning programmes. This study investigates possible relationships among intrinsic and extrinsic variables (self-efficacy beliefs, system quality and organisational impact) and teachers’ continuance commitment. Based on previous information systems and e-learning research literature, this study presents an extended version of the Information System Success Model. The PLS-SEM method was employed to analyse the data collected from a probabilistic representative sample of 90 online teachers, 54% of them are male from different ages and teaching disciplines, and 78.6% of them are full-time teachers. Results show that having a well-established learning management system in the institution reinforces the instructors’ commitment. Institutions should build a learning environment that fits instructors’ needs, develop a creative, collaborative, secure, friendly and up-todate platform with quality interactions between learners and instructors. Apart from offering good system quality and technical assistance, perceived organisational impact reveals as a key to achieving teachers’ commitment to e-learning.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherSpringer Natureen
dc.relation.ispartofEducation and Information Technologies. 2020, V. 25, n. 4, p. 3205-3225en
dc.subjectE-learningen
dc.subjectHigher Educationen
dc.subjectTeachers' commintmenten
dc.subjectInstitutional supporten
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.subject.otherTecnologíaes
dc.subject.otherTechnologyen
dc.titleThe determinants of teachers’ continuance commitment to e-learning in higher educationen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.1007/s10639-020-10117-3es
dc.identifier.doi10.1007/s10639-020-10117-3
dc.identifier.essn1573-7608
dc.journal.titleEducation and Information Technologiesen
dc.volume.number25es
dc.issue.number4es
dc.page.initial3205es
dc.page.final3225es
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersiones


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