Sulaiman Twana Tahseen, Mahomed Anuar Shah Bali, Rahman Azmawani Abd, Hassan Mazlan
Department of Business and Management, School of Management and Economics, University of Kurdistan Hewlêr, Erbil, Kurdistan Region, Iraq.
School of Business and Economics, Universiti Putra Malaysia, 43400, UPM Serdang, Selangor Darul Ehsan, Malaysia.
Heliyon. 2022 Jun 6;8(6):e09687. doi: 10.1016/j.heliyon.2022.e09687. eCollection 2022 Jun.
The pedagogy method academicians in the Kurdistan Region follow has not been reformed since 1992. There is a need to test different pedagogical beliefs, including constructivist and traditional pedagogical beliefs. This study examined the effect of pedagogical beliefs on technology adoption among university lecturers. The present study extends the Technology Acceptance Model (TAM) by including lecturers' pedagogical beliefs and examining them in Arab counties. A questionnaire was distributed during the COVID-19 pandemic, and 393 data were collected from university lecturers. The study examined how the constructivist and traditional pedagogical beliefs influence the model's three constructs: perceived ease of use, perceived usefulness, and actual use. This study has new finding that contributes to TAM, and the reasons are deliberated.
自1992年以来，库尔德地区院士们所采用的教学方法一直未得到改革。有必要测试不同的教学理念，包括建构主义和传统教学理念。本研究考察了教学理念对大学讲师技术采用的影响。本研究通过纳入讲师的教学理念并在阿拉伯国家进行考察，扩展了技术接受模型（TAM）。在新冠疫情期间发放了问卷，从大学讲师那里收集了393份数据。该研究考察了建构主义和传统教学理念如何影响该模型的三个构念：感知易用性、感知有用性和实际使用情况。本研究有新的发现，为技术接受模型做出了贡献，并对原因进行了探讨。
