What is it about?
A sample was taken of 495 teachers at 4 universities using an ad-hoc questionnaire tested for construct validity. Multiple Correspondence Analysis (MCA) and Structural Equation Modeling (SEM) were used to examine the data.
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Why is it important?
This chapter presents the results of research whose main aims are a) to identify the rates of adoption of b-learning through the use of LMS in universities in Spain and b) to check the influence of external and internal factors on teachers in the use of b-learning.
Perspectives
The results fitted Rogers' Innovation Adoption Model (1995) and corroborated the indirect influence of the environment, the direct influence of self-efficacy and measures to encourage the use of LMS in teaching, as well as certifying the predominance of a range of traditional teaching styles over models of student-based activity.
Dr Ignacio Aguaded
Univdersity of Huelva
The results corroborated the influence of the environment, and that of self-efficacy, as well as measures to encourage the use of LMS in teaching.
Ramón Tirado-Morueta
Universidad de Huelva
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This page is a summary of: Adoption of B-Learning at Universities in Spain, January 2014, IGI Global,
DOI: 10.4018/978-1-4666-6102-8.ch016.
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