I’ve been digging quite deep into the Technology Acceptance Model (TAM) and its different variations and adaptations. TAMS is up to its 3rd iteration, each version has added further variables of consideration. At the core of TAM is the concepts of perceived usefulness and perceived ease of use that then creates a user’s attitude or expectation of the technology and determines if or how a user will actually use the system. My research will specifically be looking at post-secondary learners and I’ve been reading around to help get a better idea on how I can frame TAM to be applied to the context of students. Learners in the context of remote proctoring software generally don’t have a choice in using the technology. There are a lot of resources using TAM in post-secondary contexts, I just need to build my understanding more.
With this in mind I’m thinking of using TAM with Adult Learning Theory through Knowles Andragogy. Knowles give some clear assumptions that I think will fit well in the context of TAM & my subject of remote proctoring software use in post-secondary:
- Self-concept, adult learners are independent and will determine themselves what is worth learning
- Experience, using prior stories, familiarity, and expertise to apply to learning allows learners to incorporate and build upon prior knowledge
- Readiness to learn, there is a desire or motivation to learn the skills to help improve on a role in their life (career, club member, family, country)
- Orientation of learning – learning is to be more focused on problem solving and rapidly applied to their context.
- Motivation to learn – adult learners internal drive becomes more prevalent and generally want career growth and professional development.
I think with some more digging I may stick to one theoretical framework or use both and limit to the original TAM to help me control scope. It’s definitely been a challenge to keep reminding myself the theoretical framework is that background assumptions to build upon.
References:
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–339.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner : the definitive classic in adult education and human resource development (6th ed.). Elsevier.
Venkatesh, V., Davis, F., (2000) A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science 46(2):186-204.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision sciences, 39(2), 273-315.
Hi Zac
I need to frame this comment echoing your challenge. That it is difficult to comment on the theoretic framework chosen when we know it is the background assumptions we are building on and not the subject at hand in the research. In our program we were provided some materials around proctoring and the ethics of remote proctoring software. I think Clarke-Gray, Costa and Linkletter come at this topic from an ethics of care theory. Do you imagine your research is also going to end up in that zone of theoretical research? While it will not be the assumptions you make going into the research it might be part of your findings?
Hey Karen, Good point on the ethics of care theory. I’m definitely still in the process of narrowing down or shifting perspective. Again I don’t want to get caught up in the theoretical framework! I’ll be exploring this more, thanks! Zac
Hi Zac, when I think about your combination of Adult Learning Theory and TAM, the question of digital literacy and baseline proficiency come to mind. If you have two different users who are equally motivated to learn to use a technology, but are at very different starting lines in their technological proficiency, how do we provide training and support that will fit both of their needs? Does TAM provide guidelines for personalization or cultural considerations?
Hi Jolee, Thanks for your questions. I agree, digital literacy is an important aspect of consideration in educational technologies, but my general feeling so far is I won’t have the time/word count to get into that particular aspect very deeply. TAM’s more recent versions brings in considerations such as computer self-efficacy, computer anxiety, and even computer playfulness, but I’m still determining how this will be used as my launch point to jump from. Cheers! Zac
Hey Zac!
I am also using TAM as my theoretical framework, and I think I share some of the same struggles/questions as you. Building on Jolee’s comment, my understanding of TAM is that if a user will use a technology or not is dependent on their perception of its usefulness and ease of use. As it is based on each individual perception, various people’s digital literacies and abilities will influence their perception of the technology. However, I am understanding that the theory will still prove true that if the person does not find the technology useful or easy to use, they won’t use it. Therefore, if two people are equally motivated to learn to use technology, they will both have strong perceptions of the usefulness of the technology but at different stages of digital literacies and possibly perception of ease of use.
Similar to Jolee, I do wonder how this theory does take in cultural expectations and societal norms within a culture or organization and how those set cultural and organizational standards influence the individual’s perception.
If you ever want to discuss TAM with someone or bounce some ideas off of someone, my slack inbox is always open!
Hi Zac,
I found your topic intriguing regarding post-secondary learners and the use of technologies given they don’t have a choice in what technologies they can use for their learning. For MALAT we had to use Moodle, and just accepted the use of this technology without asking any questions. It is not until we did our Facilitation course that I had to think about how to use Moodle for our online facilitation project. It seems such like a broad theory with many facets that I believe you’re doing the right thing with focusing on TAM only. In conducting your ARP on this topic, what would be the benefits for the post-secondary learners? – Stephanie