Adoption and effectiveness of virtual-Learning environments in Chilean teachers

Abstract

Objective: To evaluate an integrated model of adoption and effectiveness of virtual learning environments, which includes attitudinal and behavioral variables. Method: Quantitative cross-sectional study of two stages. The information was collected through a series of scales and questionnaires applied online to the 168 participants, all of them professing professors, from different cities of Chile, who participated in a 5-week e-learning course. Results: Although it is feasible to integrate the processes of adoption and effectiveness of the use of technologies in a learning context, it was found that the variables that explain the intention to adopt learning environments are not related to the actual use of such environments or to the effectiveness of these. On the other hand, behavioral programming related to the use of the environment does relate to its actual use and indirectly measures its effectiveness. A simpler comprehensive model is proposed. Conclusion: Although it is possible to integrate attitudinal and behavioral variables to understand the process of adoption and effectiveness of virtual learning environments in adults, it is necessary to broaden their theoretical conceptualization, so the inclusion of motivational variables in this model should be considered.