Technology Acceptance in an Academic Context: Faculty Acceptance of Online Education

The authors surveyed faculty from a college of business and a college of education regarding their attitudes toward online education. Results of the survey were examined to determine the degree to which the technology acceptance model was able to adequately explain faculty acceptance of online education. Results indicate that perceived usefulness is a strong indicator of faculty acceptance; however, perceived ease of use offers little additional predictive power beyond that contributed by perceived usefulness of online education technology.

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