University teachers are the main players when it comes to integrating e-learning systems into higher education institutions. Prior studies have identified four main antecedents that explain teachers’ technology acceptance in the educational context: (a) subjective norms (SN), (b) technological complexity (TC), (c) constructivist beliefs (CB), and (d) motivation for instrumental use (MOT). In this study, we proposed and tested the dual roles of MOT, one as a causal variable and the other as a mediating variable, to explain university teachers’ acceptance of e-learning systems. To test the research model, we collected data from 174 teachers at a large public university in Malaysia using a self-administered survey. Our study shows that MOT mediates the direct effects of SN, TC, and CB on perceived ease of use (PEOU), perceived usefulness (PU), and behavioural intention (BI). This study offers important policy insight for university administrators who seek to enhance acceptance of e-learning systems among university teachers.

中文翻译：

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为什么大学教师使用电子学习系统？

在将电子学习系统集成到高等教育机构中时，大学教师是主要角色。先前的研究确定了四个主要的前因，它们解释了教师在教育环境中对技术的接受程度：（a）主观规范（SN），（b）技术复杂性（TC），（c）建构主义信念（CB）和（d）动机用于乐器（MOT）。在这项研究中，我们提出并测试了MOT的双重作用，一个是因果变量，另一个是中介变量，以解释大学教师对电子学习系统的接受程度。为了检验研究模型，我们使用自我管理的调查从马来西亚一所大型公立大学的174名教师中收集了数据。我们的研究表明，MOT介导了SN，TC和CB对感知易用性（PEOU），感知有用性（PU）的直接影响，和行为意图（BI）。这项研究为寻求增强大学教师对电子学习系统接受度的大学管理者提供了重要的政策见解。