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ERIC Number: EJ854623
Record Type: Journal
Publication Date: 2009-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
The Role of Self-Determination Theory in Explaining Teachers' Motivation to Continue to Use E-Learning Technology
Sorebo, Oystein; Halvari, Hallgier; Gulli, Vebjorn Flaata; Kristiansen, Roar
Computers & Education, v53 n4 p1177-1187 Dec 2009
Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers' utilization of e-learning technology in connection with on-site courses. In the proposed model teachers' extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers' utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users' basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions. (Contains 4 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A