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ERIC Number: EJ1454290
Record Type: Journal
Publication Date: 2024
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2331-186X
An Investigation into Science Motivation, Technology Acceptance, and Satisfaction Intention during the Transition to E-Learning of Prospective Biology Teachers
M. Haviz; Ika Metiza Maris; David Azis; Roza Helmita
Cogent Education, v11 n1 Article 2393065 2024
Since the COVID-19 pandemic, integrated learning at Islamic University is transitioning from face-to-face to online learning. This change assumed a perception by students about motivation, technology acceptance (TA), and satisfaction intention (SI) to use e-learning. This study was to investigate the relationships between science motivation (SM), TA, and SI of prospective biology teachers at Islamic University (PBTs-IU) on e-learning. A total of 182 teachers participated in filling out the questionnaire and data analysis was conducted with descriptive statistics, confirmatory factor analysis, Cronbach alpha, and equation models. Based on the result, PBTs-IU agreed that intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation were part of SM. Moreover, teachers were indecisive about the acceptance of technology and SI. The result also showed 4 models elucidating the relationships between factors in e-learning that were available for use by lecturers, teachers, and students.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia
Grant or Contract Numbers: N/A