1- Department of Agricultural Extension & Rural Development, Faculty of Agriculture, University of Tabriz, Tabriz, Islamic Republic of Iran.
2- Department of Biosystem Mechanics Engineering, College of Agriculture, University of Maragheh, Maragheh, Islamic Republic of Iran.
3- Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University (TMU), Tehran, Islamic Republic of Iran. ,mbijani@modares.ac.ir
2- Department of Biosystem Mechanics Engineering, College of Agriculture, University of Maragheh, Maragheh, Islamic Republic of Iran.
3- Department of Agricultural Extension and Education, College of Agriculture, Tarbiat Modares University (TMU), Tehran, Islamic Republic of Iran. ,
Abstract: (546 Views)
Drastically concerned about no longer continuation of instructors to use the computerized Learning Management System (CLMS) in the post COVID-19, the ministerial and academic authorities in Iran are inclined to figure out about the determinants of instructors’ continuation of making use of the CLMS and how to incorporate the CLMS into the face-to-face education. Therefore, this research aimed to analyze drivers of agricultural instructors’ continuation of using CLMS. The instructors’ learning patterns as a knowledge gap, the present causal study surveyed 102 faculty members of two universities in Northwest Iran. To establish a theoretical framework, Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM), and the Vermunt’s Theory of Learning Model (VTLM) were used, and the items of the questionnaire were designed accordingly. The results revealed that the model had a good fit with the data set, the Perceived Usefulness (PU) of the CLMS had an impact on the attitude towards the CLMS and intention to continue using the CLMS (Behavioral Intention: BI). The Application-Oriented Learning Pattern (AOLP) affects the Perceived Behavioral Control (PBC) positively. Other predictor variables that directly impinge upon instructors’ BI to continue applying the CLMS include attitude, Perceived Usefulness (PU), AOLP, and Perceived Student Readiness (PSR). The estimated multiple correlation coefficients for the PBC, attitude, and BI were 0.17, 0.51, and 0.46, respectively. The results of the research can be useful and effective for agricultural higher education decision makers in using and replacing CLMS in specific situations instead of face-to-face education.
Article Type: Original Research |
Subject:
Agricultural Extension and Education
Received: 2023/11/18 | Accepted: 2024/01/11 | Published: 2024/03/31
Received: 2023/11/18 | Accepted: 2024/01/11 | Published: 2024/03/31
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