doctoral thesis
The factors of teacher's acceptance of e-learning and competence for its implementation at higher education institutions

Snježana Babić (2016)
Sveučilište u Zagrebu
Fakultet organizacije i informatike Varaždin
Metadata
TitleČinitelji nastavničkoga prihvaćanja e-učenja i kompetencije za njegovu primjenu na visokoškolskim ustanovama
AuthorSnježana Babić
Mentor(s)Goran Bubaš
Marina Čičin-Šain
Abstract
Provedeno istraživanje u ovom doktorskom radu objašnjava povezanost činitelja kompetencije za e-učenje i drugih činitelja s prihvaćanjem e-učenja i stupnjem njegove primjene u hibridnoj nastavnoj praksi kod visokoškolskih nastavnika te utvrđuje činitelje vezane uz razlike među visokoškolskim nastavnicima koji koriste i koji ne koriste tehnologije za e-učenje. Na podlozi istražene literature, teorija i modela kompetencija te teorija i modela prihvaćanja tehnologije i inovacija utvrđeni su i definirani činitelji kompetencije visokoškolskih nastavnika za e-učenje, zatim činitelji prihvaćanja e-učenja te osnovni, viši i naprednistupanj primjene e-učenja u hibridnoj nastavnoj praksi. U ovome radu podaci su prikupljeni od dvije podskupine visokoškolskih nastavnika, onih koji su koristili e-učenje (N=270) u hibridnoj nastavi i onih koji nisu koristili e-učenje (N=271) u hibridnoj nastavi. Utvrđeno je da postoji razlika među korisnicima i nekorisnicima e-učenja. Najveće razlike nađene su u stavovima prema primjeni tehnologije za e-učenje u nastavnom procesu. S obzirom na stupanj primjene e-učenja u hibridnom okruženju za učenje, utvrđeno je da visokoškolski nastavnici koji percipiraju lakoću korištenja tehnologije u nastavi, koji nemaju pedagošku kompetenciju za primjenu ICT-a u hibridnom nastavnom okruženju i pozitivne stavove prema primjeni tehnologije za e-učenje u nastavnom procesu primjenjuju e-učenje samo na osnovnom stupnju. Zatim, na višem stupnju primjenjuju e-učenje u hibridnoj nastavi oni nastavnici koji imaju pedagoška znanja za primjenu ICT-a u hibridnoj nastavi i pozitivne stavove prema primjeni tehnologije za e-učenje u nastavnom procesu i koji vole eksperimentirati s novom tehnologijom u nastavi. Nadalje, utvrđeno je da e-učenje primjenjuju na naprednom stupnju oni nastavnici koji imaju višu razinu pedagoške kompetencije za primjenu ICT-a u hibridnoj nastavi, izgrađene pozitivne stavove prema primjeni tehnologije za e-učenje u nastavnom procesu, koji su spremniji isprobavati mogućnosti primjene novih tehnologija u nastavi i koji za primjenu e-učenja u hibridnom obliku nastave imaju tehničku i pedagošku podršku na sveučilištu i/ili matičnoj instituciji. Na osnovi rezultata istraživanja u ovome radu izrađen je konceptualni model koji objašnjava prihvaćanje tehnologije za e-učenje na visokoškolskim ustanovama u Hrvatskoj. Smatramo da istraživanje provedeno u ovom doktorskom radu ima dobre rezultate koji mogu biti korišteni za unapređenje opsega i stupnja primjene e-učenja u hibridnom obrazovnom okruženju te da je relevantno za primjenu na drugim visokoškolskim ustanovama na europskom i svjetskom prostoru.
Keywordsmodel of competencies for e-learning acceptance of e-learning e-learning technologies hybrid learning environment higher education teachers
Parallel title (English)The factors of teacher's acceptance of e-learning and competence for its implementation at higher education institutions
Committee MembersIgor Balaban (committee chairperson)
Marina Čičin-Šain (committee member)
Goran Bubaš (committee member)
Željko Hutinski (committee member)
Maja Ćukušić (committee member)
GranterSveučilište u Zagrebu
Fakultet organizacije i informatike Varaždin
PlaceVaraždin
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Information and Communication Sciences
Information Systems and Information Science
UDK378
SOCIAL SCIENCES
Higher education. Universities. Academic study
Study programme typeuniversity
Study levelpostgraduate
Study programmePostgraduate doctoral study in Information Science
Academic title abbreviationdr.sc.
Genredoctoral thesis
Language Croatian
Defense date2016-05-11
Parallel abstract (English)
The research carried out for this doctoral thesis elucidated the relationship between factors of e-learning competencies and other factors on the one hand and acceptance of e-learning and the degree of its application in hybrid teaching practices of higher education teachers on the other, and determines the factors responsible for the differences between those higher education teachers who do and those who do not use e-learning technologies. On the basis of the studied literature, theories and models of competencies, and theories and models of acceptance of technology and innovation, we determined and defined the factors of e-learning competencies of higher education teachers and the factors of acceptance of such learning, as well as the basic, higher and advanced levels of e-learning application in hybrid teaching practices.The data for this thesis were collected from two groups of higher education teachers: those who did use e-learning (N=270) in hybrid teaching and those who did not use e-learning (N=271) in hybrid teaching. It was established that there is a difference between the users and the non-users of e-learning, the biggest difference being in attitudes toward the use of technology for e-learning. As regards the level of application of e-learning in a hybrid learning environment, it was found that higher education teachers who perceived ease of use of technology in teaching but lack pedagogical competence to use ICT in e-learning and a positive attitude toward the use of tecnology for e-learning applied e-learning only at the basic level. The higher level of e-learning was applied in hybrid teaching by teachers who do have the pedagogical competence to use ICT u e-learning and a positive attitude toward the use of technology for e-learning, who love to experiment with new technologies in teaching. Finally, it was found that e-learning was applied at the advanced level by those teachers who have higher levels of pedagogical competence to use ICT in e-learning, a more positive attitude toward the use of technology for e-learning, are more willing to experiment with the possibilities of application of new technologies in teaching, and enjoy technical and pedagogical support from their university and/or their home institution for application of e-learning in the hybrid form of instruction.The results of this study were used to create a conceptual model that explains the model of acceptance of technologies for e-learning in higher education institutions in Croatia. We believe that the research carried out in this doctoral thesis has yielded good results which can be used to improve the scope and degree of e-learning in a hybrid learning environment, and which are applicable to other higher education institutions in Europe and worldwide.
Parallel keywords (Croatian)model kompetencije za e-učenje prihvaćanje e-učenja tehnologije za e-učenje hibridno okruženje za učenje visokoškolski nastavnici
Versionaccepted version
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
Noteaccepted version
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:211:136262
CommitterBernarda Kos