Facilitating Factors for the Utilization of R-Learning Among Kindergarten Teachers
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The purpose of this study is to examine the structural relationship between variables that are influential on the utilization of R-learning in classes taught by kindergarten teachers, and the paths of such variables. An examination is conducted in an attempt to accelerate the use of R-learning among kindergarten teachers and to provide some information on the vitalization of R-learning in early childhood education. The subjects of this study were 107 kindergarten teachers, and a survey was conducted with their participation. The collected data were analyzed using the statistical package AMOS 21.0. The findings of this study are as follows: first, image and fun affect perceived usefulness; moreover, the self-efficacy of teachers exerts an influence on the perceived ease of use. Second, perceived usefulness has a significant impact on attitude toward R-learning utilization. Third, attitude toward R-learning utilization exerts an influence on both the activities and evaluation of in-class utilization.
Abstract
The purpose of this study is to examine the structural relationship between variables that are influential on the utilization of R-learning in classes taught by kindergarten teachers, and the paths of such variables. An examination is conducted in an attempt to accelerate the use of R-learning among kindergarten teachers and to provide some information on the vitalization of R-learning in early childhood education. The subjects of this study were 107 kindergarten teachers, and a survey was conducted with their participation. The collected data were analyzed using the statistical package AMOS 21.0. The findings of this study are as follows: first, image and fun affect perceived usefulness; moreover, the self-efficacy of teachers exerts an influence on the perceived ease of use. Second, perceived usefulness has a significant impact on attitude toward R-learning utilization. Third, attitude toward R-learning utilization exerts an influence on both the activities and evaluation of in-class utilization.
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