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Volume 14, Issue 41 (2021)
JMED 2021, 14(41): 63-67 |
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Peikari H R, shakiba E, Bari feyzabadi S. Evaluation of the Effect of Technology Readiness on the Acceptance of E-learning among Nurses of Rafsanjan University of Medical Sciences Hospitals. JMED 2021; 14 (41) :63-67
URL: http://edujournal.zums.ac.ir/article-1-1365-en.html
URL: http://edujournal.zums.ac.ir/article-1-1365-en.html
1- Department of Management, Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran , omid726@yahoo.com
2- Khorasgan Islamic Azad University, Faculty of Dentistry, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
3- Bachelor of Medical Records, School of Dentistry, University of Medical Sciences, Rafsanjan, Iran.
2- Khorasgan Islamic Azad University, Faculty of Dentistry, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
3- Bachelor of Medical Records, School of Dentistry, University of Medical Sciences, Rafsanjan, Iran.
Abstract: (5781 Views)
Background & Objective: Technology growth results in the advancement of teaching through new educational technology acceptance and readiness, which is known as e-learning. The present study aimed to evaluate technology readiness and its impact on e-learning acceptance among nurses of Rafsanjan University of Medical Sciences.
Materials & Methods: This descriptive and correlational study was performed on 248 nurses at Ali Ebn Abi Taleb, Moradi, and Nik Nafs hospitals, who were selected based on Morgan table and random stratified sampling according to the service location. In addition, data were collected using Richey’s technology readiness scale and Davis's technology acceptance model. Moreover, data analysis was performed in SPSS using descriptive statistics, independent t-test, regression test, and Pearson’s correlation coefficient.
Results: In this study, 56 subjects were male and 139 were female. In terms of the level of education, 174 had a BSc while 21 had an MSc. The maximum and minimum work experience was 29 years and 1 year, respectively. According to the results, technology readiness had the highest impact on technology acceptance for e-learning in dimensions of optimism and innovation with a beta value of 0.374 and 0.332, respectively. Furthermore, R2=0.331 showed that about 33% of e-learning acceptance could be predicted by four dimensions of optimism, insecurity, innovativeness, and discomfort.
Conclusion: According to the results of the study, nurses’ readiness to accept e-learning was assessed as moderate due to the novelty of e-learning.
Materials & Methods: This descriptive and correlational study was performed on 248 nurses at Ali Ebn Abi Taleb, Moradi, and Nik Nafs hospitals, who were selected based on Morgan table and random stratified sampling according to the service location. In addition, data were collected using Richey’s technology readiness scale and Davis's technology acceptance model. Moreover, data analysis was performed in SPSS using descriptive statistics, independent t-test, regression test, and Pearson’s correlation coefficient.
Results: In this study, 56 subjects were male and 139 were female. In terms of the level of education, 174 had a BSc while 21 had an MSc. The maximum and minimum work experience was 29 years and 1 year, respectively. According to the results, technology readiness had the highest impact on technology acceptance for e-learning in dimensions of optimism and innovation with a beta value of 0.374 and 0.332, respectively. Furthermore, R2=0.331 showed that about 33% of e-learning acceptance could be predicted by four dimensions of optimism, insecurity, innovativeness, and discomfort.
Conclusion: According to the results of the study, nurses’ readiness to accept e-learning was assessed as moderate due to the novelty of e-learning.
Article Type : Orginal Research |
Received: 2020/09/22 | Accepted: 2021/03/17 | Published: 2021/06/14
Received: 2020/09/22 | Accepted: 2021/03/17 | Published: 2021/06/14
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