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Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
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TY - GEN
T1 - Analysing the Integration of Models of Technology Diffusion and Acceptance in Nigerian Higher Education
AU - Adamu, Muhammad Sadi
AU - Benachour, Phillip
PY - 2020/5/2
Y1 - 2020/5/2
N2 - The use of technology in learning environments has produced a series of different theories and models about how technology is adopted, accepted and used. This paper attempts to show the relevance of combining the diffusion of innovation model (DIM) and a context-specific model of technology acceptance (TAM) to understanding the acceptance or rejection of educational technologies in Nigerian universities. Using empirical evidence, the analysis attempts to determine the extent to which the adoption, acceptance, and use of educational tools support or contradicts the components of the two models, emphasising how a range of technological, pedagogical, institutional, socio-cultural, and design-related factors informed, facilitated, and discouraged the diffusion, adoption, acceptance and use of blended eLearning systems in three Nigerianuniversities. The analysis suggests the ‘relevance’ and ‘limit’ of the determining components and identifiers of both models, arguing instead for a critical examination of the relationship between different models as to understanding the factors that might lead to the acceptance or rejection of technological innovation.
AB - The use of technology in learning environments has produced a series of different theories and models about how technology is adopted, accepted and used. This paper attempts to show the relevance of combining the diffusion of innovation model (DIM) and a context-specific model of technology acceptance (TAM) to understanding the acceptance or rejection of educational technologies in Nigerian universities. Using empirical evidence, the analysis attempts to determine the extent to which the adoption, acceptance, and use of educational tools support or contradicts the components of the two models, emphasising how a range of technological, pedagogical, institutional, socio-cultural, and design-related factors informed, facilitated, and discouraged the diffusion, adoption, acceptance and use of blended eLearning systems in three Nigerianuniversities. The analysis suggests the ‘relevance’ and ‘limit’ of the determining components and identifiers of both models, arguing instead for a critical examination of the relationship between different models as to understanding the factors that might lead to the acceptance or rejection of technological innovation.
U2 - 10.5220/0009572101780187
DO - 10.5220/0009572101780187
M3 - Conference contribution/Paper
SN - 9789897584176
VL - 1
SP - 178
EP - 187
BT - Proceedings of the 12th International Conference on Computer Supported Education
PB - SciTePress
ER -