Interpreting institute culture dynamics of technology adoption: a downscaling dynamic model
Author:
Funder
National Natural Science Foundation of China
Science and Technology Planning Project of Guangdong Province
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11423-023-10219-y.pdf
Reference59 articles.
1. Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for e-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256. https://doi.org/10.1016/j.chb.2015.11.036
2. Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517–531.
3. Bauwens, R., Muylaert, J., Clarysse, E., Audenaert, M., & Decramer, A. (2020). Teachers’ acceptance and use of digital learning environments after hours: Implications for work-life balance and the role of integration preference. Computers in Human Behavior, 112, 106479.
4. Bayerl, P. S., Lauche, K., & Axtell, C. (2016). Revisiting group-based technology adoption as a dynamic process. MIS Quarterly, 40(3), 775–784.
5. Bin, E., Islam, A. Y. M. A., Gu, X., Spector, J. M., & Wang, F. (2020). A study of chinese technical and vocational college teachers’ adoption and gratification in new technologies. British Journal of Educational Technology, 51(6), 2359–2375.
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