Aims: Nature and type of
learning content in different medical science courses, makes using multimedia
facilities essential to facilitate learners’ learning. This study aimed to
investigate the impact of teachers’ preparedness and Hamedan Medical Sciences
University infrastructures for effective implementation of e-learning
technology based on Technology Acceptance Model (TAM).
Methods: In this
descriptive-analytical study, 183 Hamedan Medical Sciences University faculty
members were studied using random sampling method and Cochran formula in 2014.
Data collected by two questionnaires and one check list. Data were analyzed
using correlation coefficients, confirmatory factor analysis technique,
structural equations modeling and path analysis using LISREL 8.5 software and
SPSS 18.
Findings: Teachers preparedness was
in the relatively ideal in the students' knowledge and acceptance domains and
it was in the medium level in cultural factors domain. In the infrastructure
sector, availability and references, human resources and financial support
domains were the most important problems, respectively. Teachers’ preparedness
and infrastructures had significant effect on the subjective perception of
usefulness and ease of using of e-learning and these two components had positive
and significant effect on attitude toward using and intention to use the
technology and as a result using technology, practically.
Conclusion: E-learning technology
acceptance model can be applied in the studied society due to the significant
impact of teachers’ preparedness and university infrastructures and appropriate
fitness indices.
Nasiri F.S., Ghanbari S., Ardalan M.R., Karimi I.. Effect of Infrastructure and Faculty Readiness in Effective Implementation of e-Learning Based on Technology Acceptance Model (TAM). Educ Strategy Med Sci 2014; 7 (5) :329-328 URL: http://edcbmj.ir/article-1-692-en.html