Fatores determinantes do uso de inovação tecnológica na educação a distância: um estudo com docentes dos cursos na área de negócios

• Ano de defesa: 2012
• Autor(a) principal: Leal, Edvalda Araújo
• Orientador(a): Albertin, Alberto Luiz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Atributos de uma inovação tecnológica; Educação a distância; Docentes
• Palavras-chave em Inglês: Attributes the use of technological innovation; Distance education; Teachers
• Link de acesso: https://hdl.handle.net/10438/10348

The proposal of this work was to identify the factors that determine the use of technological innovation in distance education (DE), in the perception of teachers in the area of business (administration and accounting). In view of the expansion of online courses and the growing adoption of technology in education, many questions have arisen regarding teaching practices, mainly those related to the challenges of using the new instruments and the technological abilities of teachers. Therefore, it is important to gain a better understanding of the attributes that influence the successful or unsuccessful adoption of technological innovations in DE. The approach used here is based on the theory of diffusion and innovation (TDI), as advocated by Rogers (1983) and expanded by Moore and Benbasat (1991), according to which the perceptions of users about the characteristics of an innovation affect the decision on whether or not to adopt it. The constructs investigated were: relative advantage, compatibility, ease of use, experimentation, image, demonstration of result, visibility, volunteerism and use of technological innovation (determining in this study the Virtual Learning Environment – VLA). Additionally the moderating variables technological mastery and experience with the VLA were considered. The results indicate that the significant direct effects on ‘Use of VLA’ were compatibility, relative advantage, demonstration of result and technological mastery. These results suggest that the VLA is viewed positively and can be used with greater intensity when it meets the needs of teachers and is more useful than other practices. They also indicate that the use of the VLA is being communicated among users and that technological mastery, represented by knowledge of information technology, influences the ‘Use of VLA’ by teachers. The results of this study add to the literature a refinement of the constructs that deal with the perceived characteristics of a technological innovation that affect the intensity of its adoption and use, contributing to build an empirical-theoretical framework that helps consolidate the use of technology in education.