The Impacts of IPEEE Teaching Method on Teacher Self-efficacy: Based on TAM
Huaxin Wang, Lin Chen, Jingqiu Wang
Available Online 16 December 2020.
- https://doi.org/10.2991/assehr.k.201214.010How to use a DOI?
- IPEEE, Teacher self-efficacy, Perceived usefulness, Perceived ease of use
- This study investigated the impacts of a learner-centered teaching method-Integration of the Professional Education and Entrepreneurship Education (IPEEE) on teacher self-efficacy based upon Technology Acceptance Model (TAM). Specifically, this work mainly studied the influence of perceived usefulness and perceived ease of use of IPEEE on teacher self-efficacy. Also, this study investigated the effects of perceived usefulness of IPEEE, perceived ease of use of IPEEE, and teacher self-efficacy on teacher’s usage intention of IPEEE. Survey was used to collect data. The results indicate that: (1) both perceived usefulness and perceived ease of use of IPEEE exert significantly positive influences on teacher self-efficacy, although perceived usefulness shows a stronger impact; (2) perceived usefulness, perceived ease of use, and teacher self-efficacy have significantly positive effects on teacher’s usage intention of IPEEE. Among the three indicators, perceived ease of use exerts the least impact on usage intention. In general, this study extends the application of TAM in the field of higher education and provides empirical evidence for the literature on teacher self-efficacy as well.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Huaxin Wang AU - Lin Chen AU - Jingqiu Wang PY - 2020 DA - 2020/12/16 TI - The Impacts of IPEEE Teaching Method on Teacher Self-efficacy: Based on TAM BT - Proceedings of the 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020) PB - Atlantis Press SP - 59 EP - 64 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201214.010 DO - https://doi.org/10.2991/assehr.k.201214.010 ID - Wang2020 ER -