Fatores que influenciam na aceitação e uso de sistemas de gestão da aprendizagem por professores do ensino superior

• Ano de defesa: 2018
• Autor(a) principal: Argenta, Luiz Felipe Lunkes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Administração; UFLA; brasil; Departamento de Administração e Economia
• Palavras-chave em Português: Tecnologias educacionais; Ensino superior; Sistemas de gestão de aprendizagem; Teoria Unificada de Aceitação e Uso de Tecnologia; Educational technologies; Higher education; Learning management systems; Unified Theory of Acceptance and Use of Technology (UTAUT); Tecnologia Educacional
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/29339

The convergence between technologies and teaching methodologies has accentuated the use of learning management systems (LMS) in higher education in various methods of education. However, these systems are often used superficially, failing to effectively contribute to improvements in the learning process. In this research, with the objective of identifying the factors that influence the acceptance and use of an LMS by teachers of a higher education institution in the southern region of the state of Minas Gerais, an adaptation of the Unified Theory of Acceptance and Use of Technology (VENKATESH ET AL, 2013) associated with the maturity scale of the LMS use (Estevam and Tombini, 2015). In the researched population of 125 (one hundred and twenty-five) teachers who had their classes mediated by the LMS, a sample was collected corresponding to 84 (eighty-four) teachers whose questionnaires were considered valid. From the collected data, the structural equation modeling using partial least squares in the software SmartPLS was used, which allowed to identify the effect of each variable in the different degrees of maturity of use of the system. The results show that in the first degree of use of the LMS, the relevant factors were the expectation of performance and the expectation of effort. In the second and third degree of maturity of use was verified a significant effect of the facilitating conditions. None of the factors investigated significantly influenced the fourth degree of use maturity. The relationship between the behavioral intention and the effective use of the system was verified in the first and second degree of use of the LMS. Social influence was not identified as a significant factor in any of the studied degrees of use. It is concluded that different uses correlate in the measured degrees of maturity and that the measurements of different degrees of use contribute to the understanding of the adoption of technologies.