Notice to Authors

Due to the overwhelming number of submissions to IRRODL, the journal has already met its publication quota for 2019. As a result, for a period that will not exceed six months, IRRODL will no longer be accepting submissions after May 1, 2019. In order to improve our service to the academic community, and to ensure a six month review to publication cycle, IRRODL will be moving to a regularized publication schedule in 2020. More information will be provided later this year.

We thank our authors, reviewers, and readers for their unwavering and exceptional support in making our journal one of the world’s most successful, open access journals in the field of open and distributed learning.

Does Successful Use of Digital Learning Materials Predict Teachers’ Intention to Use Them Again in the Future?

  • Karel Kreijns
  • Marjan Vermeulen
  • Hans van Buuren
  • Frederik Van Acker
Keywords: self-prediction to use digital learning materials, teachers’ use of digital learning materials, willingness to use digital learning materials

Abstract

Do perceptions of success in using digital learning materials (DLMs) regularly (i.e., several times a week) strengthen (or weaken) teachers’ behavioural intentions to use DLMs again? And which psychological factors have a relationship with the intention to use DLMs again? These questions are important in light of stimulating teacher’s use of DLMs. To answer this question, teacher “flows” were analysed using crosstabs and multinomial logistic regression. These flows visualize how teachers go from a certain degree of perceived success to a certain strength of behavioural intention. Second, Hayes (2013) process method and structured equation modeling (SEM) techniques were applied to determine the mediating role of attitude, perceived norm, and perceived behavioural control of perceived success on the behavioural intention. The results suggested that the teachers’ strength in behavioural intention was in accordance with their perceived success for the case that their self-prediction was positive but that this strength became weaker when teachers’ self-prediction was negative. Attitude and perceived norm mediated the effects only when self-prediction was positive whereas perceived behaviour control did this in both cases. Also, there was a direct effect between perceived success and behavioural intention. It is important that teachers get a chance to experience success with the use of DLMs, enabled either by school leaders (regarding in-service teachers) or by teacher training institutions (regarding pre-service teachers). Only then we will see teachers’ willingness to use DLMs on a regular basis to grow.

Published
2017-11-29
How to Cite
Kreijns, K., Vermeulen, M., Buuren, H. van, & Acker, F. V. (2017). Does Successful Use of Digital Learning Materials Predict Teachers’ Intention to Use Them Again in the Future?. The International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.2895
Section
Research Articles