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The Role of a Modified Technology Acceptance Model in Explaining Internet Usage in Higher Education in Thailand

The Role of a Modified Technology Acceptance Model in Explaining Internet Usage in Higher Education in Thailand

Napaporn Kripanont, Arthur Tatnall
Copyright: © 2009 |Volume: 1 |Issue: 2 |Pages: 19
ISSN: 1942-535X|EISSN: 1942-5368|ISSN: 1942-535X|EISBN13: 9781615201525|EISSN: 1942-5368|DOI: 10.4018/jantti.2009040103
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MLA

Kripanont, Napaporn, and Arthur Tatnall. "The Role of a Modified Technology Acceptance Model in Explaining Internet Usage in Higher Education in Thailand." IJANTTI vol.1, no.2 2009: pp.31-49. http://doi.org/10.4018/jantti.2009040103

APA

Kripanont, N. & Tatnall, A. (2009). The Role of a Modified Technology Acceptance Model in Explaining Internet Usage in Higher Education in Thailand. International Journal of Actor-Network Theory and Technological Innovation (IJANTTI), 1(2), 31-49. http://doi.org/10.4018/jantti.2009040103

Chicago

Kripanont, Napaporn, and Arthur Tatnall. "The Role of a Modified Technology Acceptance Model in Explaining Internet Usage in Higher Education in Thailand," International Journal of Actor-Network Theory and Technological Innovation (IJANTTI) 1, no.2: 31-49. http://doi.org/10.4018/jantti.2009040103

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Abstract

This article describes research which modelled adoption of Internet technology by academics in Business Schools in Public Universities in Thailand. It begins by reviewing prominent theories of technology acceptance. Formulation of the research model was based mainly on TAM and its derivatives. Survey methodology was used to collect primary data from academics in Thailand and the survey yielded 455 usable questionnaires. Analysis was performed using Structural Equation Modelling. The study generated a research model: ‘The Internet Acceptance Model’ which demonstrates that only perceived usefulness, perceived ease of use and self-efficacy significantly influence actual usage behaviour. This model is found to be both parsimonious and theoretically justified. Significantly, not only is it capable of specifying general determinants of Internet acceptance and usage in higher education but it can also be used and applied to explain or predict individual behaviour across a broad range of Internet technologies and user groups.

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