Resistência ao Uso do M-Learning por Professores do Ensino Superior Outros Idiomas

ID:
53825
Resumo:
O objetivo deste artigo é investigar os efeitos da resistência ao M-learning sobre a atitude e intenção de adoção desta inovação de ensino no educação superior, sob o ponto de vista de professores universitários. Para tal, foi realizada uma pesquisa com professores do ensino superior público e/ou privado no Brasil, em que se obteve 512 respostas válidas. O modelo foi estimado com a técnica de modelagem de equações estruturais. Os resultados sugerem que a resistência dos professores ao M-learning seja antecedente da atitude geral de adoção ao M-learning e que os professores percebem que seu desempenho profissional pode melhorar com o uso do M-learning. Os resultados representam avanços no conhecimento sobre adoção do M-learning na perspectiva dos professores, pouco explorada pela literatura e sugerem importantes ações gerenciais para instituições de ensino superior acerca da adoção e implementação de inovações.
Citação ABNT:
KURTZ, R.; FERREIRA, J. B.; FREITAS, A. S.; SILVA, J. F. Resistência ao Uso do M-Learning por Professores do Ensino Superior. Revista de Administração, Contabilidade e Economia da FUNDACE, v. 10, n. 1, p. 111-129, 2019.
Citação APA:
Kurtz, R., Ferreira, J. B., Freitas, A. S., & Silva, J. F. (2019). Resistência ao Uso do M-Learning por Professores do Ensino Superior. Revista de Administração, Contabilidade e Economia da FUNDACE, 10(1), 111-129.
DOI:
http://dx.doi.org/10.21714/1984-6975FACES2019V18N1ART6511
Link Permanente:
https://www.spell.org.br/documentos/ver/53825/resistencia-ao-uso-do-m-learning-por-professores-do-ensino-superior/i/pt-br
Tipo de documento:
Artigo
Idioma:
Português
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