{"id":429,"date":"2022-11-27T22:46:52","date_gmt":"2022-11-28T06:46:52","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/?p=429"},"modified":"2022-11-27T22:46:52","modified_gmt":"2022-11-28T06:46:52","slug":"lrnt622-%e2%94%82unit-3-activity-1-theoretical-frameworks","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/lrnt622-%e2%94%82unit-3-activity-1-theoretical-frameworks\/","title":{"rendered":"LRNT622 \u2502Unit 3, Activity 1: Theoretical Frameworks"},"content":{"rendered":"<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">I\u2019ve been digging quite deep into the Technology Acceptance Model (TAM) and its different variations and adaptations. TAMS is up to its 3<sup>rd<\/sup> 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\u2019s 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\u2019ve 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\u2019t 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.<\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">With this in mind I\u2019m 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 &amp; my subject of remote proctoring software use in post-secondary:<\/span><\/p>\n<ul>\n<li><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">Self-concept, adult learners are independent and will determine themselves what is worth learning<\/span><\/li>\n<li><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">Experience, using prior stories, familiarity, and expertise to apply to learning allows learners to incorporate and build upon prior knowledge<\/span><\/li>\n<li><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">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)<\/span><\/li>\n<li><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">Orientation of learning \u2013 learning is to be more focused on problem solving and rapidly applied to their context.<\/span><\/li>\n<li><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">Motivation to learn \u2013 adult learners internal drive becomes more prevalent and generally want career growth and professional development.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">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\u2019s definitely been a challenge to keep reminding myself the theoretical framework is that background assumptions to build upon. \u00a0<\/span><\/p>\n<p><strong><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">References:<\/span><\/strong><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319\u2013339.<\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">Knowles, M. S., Holton, E. F., &amp; Swanson, R. A. (2005). The adult learner : the definitive classic in adult education and human resource development (6th ed.). Elsevier.<\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">Venkatesh, V., Davis, F., (2000) A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science 46(2):186-204.<\/span><\/p>\n<p><span style=\"font-family: 'times new roman', times, serif;font-size: 12pt\">Venkatesh, V., &amp; Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision sciences, 39(2), 273-315.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>I\u2019ve 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\u2019s attitude or [&hellip;]<\/p>\n","protected":false},"author":220,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[12],"tags":[],"class_list":["post-429","post","type-post","status-publish","format-standard","hentry","category-lrnt622"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/posts\/429","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/users\/220"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/comments?post=429"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/posts\/429\/revisions"}],"predecessor-version":[{"id":430,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/posts\/429\/revisions\/430"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/media?parent=429"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/categories?post=429"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0226\/wp-json\/wp\/v2\/tags?post=429"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}