NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1414254
Record Type: Journal
Publication Date: 2024
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Evaluating Teachers' Perceptions and Use of a Portal for Digital Personalised Learning: A Multiple Case Study in Flanders
Stefanie Vanbecelaere; Rani Van Schoors; Sohum Bhatt; Kamakshi Rajagopal; Dries Debeer; Fien Depaepe
Education and Information Technologies, v29 n3 p3389-3422 2024
This study explores the role of teachers' perceptions of digital personalised learning (DPL) tools in their intention to use and actual usage of these tools in the classroom. Utilizing the Technology Acceptance Model (TAM), we address two gaps in the literature: the limited investigation of DPL in real-world settings and the reliance on self-report surveys to study TAM. We collaborated with 15 schools in Flanders (Belgium) to assess the i-Learn portal, a newly developed DPL tool. Our research objectives were to examine the relationships between teachers' perceptions of usefulness (PU), ease of use (PEU), behavioral intention to use (BI), and actual usage. We employed a mixed-method approach involving self-report surveys, focus group interviews, and log data analysis. Results indicate positive associations between PEU and PU, PU and BI, and BI and actual use based on survey data. However, there was no significant relationship between BI and actual use when measured through log data. Notably, a positive correlation was found between survey-based actual usage and actual usage as measured through log data. These findings emphasize the importance of considering actual usage data and qualitative interviews alongside self-reported data when evaluating DPL tools in large-scale projects. The study contributes to the alignment of future educational technology (EdTech) tools with teachers' perceptions and actual usage patterns.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A