Investigating users' acceptance of a Learning Community Management System (LCMS) in the Commonwealth of The Bahamas: The Unified Theory of Acceptance and Use of Technology (UTAUT) framework approach.

摘要

A growing number of K-12 schools have adopted web-based information and communication technology (ICT) applications that streamline communication between faculty, staff, and parents, aid in monitoring student academic progress, and better manage resources. Despite the tremendous promise these applications offer, some schools are reluctant or opposed to using them.;In exploring factors that hinder acceptance and sustained use of technology, several theories and models have been tested extensively and used as theoretical frameworks in the Western nations. A prominent one, the Unified Theory of Acceptance and Use of Technology (UTAUT), has been widely tested and applied in North America and Europe. UTAUT has seen little application in other parts of the world, however.;To better understand technology acceptance at K-12 schools outside Western nations, this study employed UTAUT (Venkatesh, Morris, Davis & Davis, 2003) and its extension (Cody-Allen & Kishore, 2006) as a theoretical framework to investigate parental acceptance and use of a Learning Community Management System (LCMS) at Queens College in the Commonwealth of The Bahamas. A LCMS is a web-based portal that integrates student information, learning management, and facility management systems. Data was collected primarily from parents through survey instruments.;Results showed that the four determinants of the UTAUT---performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC)---significantly predicted behavioral intentions to use the LCMS. FC was the most influential determinant of usage behavior; PE and EE were second in effect. The results also supported the effect of information/system quality, information/system satisfaction, and trusting beliefs---determinants identified in a proposed UTAUT extension. Among these extended factors, satisfaction was the most influential determinant of behavioral intention, followed by trusting beliefs.;The major theoretical contribution of this work is the development of a comprehensive model, with a consistent degree of explanatory power that can be applied in K-12 education environments, particularly in non-Western cultures. Results of the study can help educational policymakers implement meaningful ICT systems in line with their community's educational aspirations. Also, the study can help educational software vendors enhance their products and devise an expansion strategy for emerging markets.