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MOTIVATIONAL FACTORS THAT INFLUENCE THE ACCEPTANCE OF MICROBLOGGING SOCIAL NETWORKS:

THE µBTAM MODEL. MOTIVATIONAL FACTORS THAT INFLUENCE THE ACCEPTANCE OF MICROBLOGGING SOCIAL NETWORKS:. Social networks. TAM. Keywords. FRANCISCO REJÓN-GUARDIA FRANCISCO J. LIÉBANA-CABANILLAS MYRIAM MARTÍNEZ-FIESTAS. micro( nano ) blogging. e-learning. µBTAM.

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MOTIVATIONAL FACTORS THAT INFLUENCE THE ACCEPTANCE OF MICROBLOGGING SOCIAL NETWORKS:

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  1. THE µBTAM MODEL MOTIVATIONAL FACTORS THAT INFLUENCE THE ACCEPTANCE OF MICROBLOGGING SOCIAL NETWORKS: Social networks TAM Keywords FRANCISCO REJÓN-GUARDIA FRANCISCO J. LIÉBANA-CABANILLAS MYRIAM MARTÍNEZ-FIESTAS micro(nano) blogging e-learning µBTAM UNIVERSITY OF GRANADA (SPAIN) DEP. MARKETING AND MARKET RESEARCH

  2. THE µBTAM MODEL Abstract Microblogging social networking opens a window on informal knowledge, self-directed learning and the creation of knowledge-based networks for use in the classroom setting This study we used the Technology Acceptance Model (TAM) of Davis et al. (1989), incorporating some of the constructs commonly found in the scientific literature Students are motivated by narrowing the physical and psychological distances separating teachers and students, thus increasing their confidence and engagement in the learning process The acceptance of microblogging networks for teaching purposes was evaluated

  3. THE µBTAM MODEL • Microblogging (nanoblogging) social networks Microblogging social networks, also known as nanoblogging networks, are a tool that allows users to send and post brief messages Twitter

  4. THE µBTAM MODEL EXPERIENCE USED BEFORE +IN CLASS +AFTER +INVOLVEMENT INFORMAL KNOWLEDGE

  5. THE µBTAM MODEL The role of ICTs in the learning process • Constructivist Learning Theory (1955) • Original and innovative activities that are interesting and meaningful to them and useful in the real world in order to obtain added benefits to a simple final mark • Students must perceive that distance education is a useful and flexible way of learning • It provides a context for innovative, student-centred instruction

  6. THE µBTAM MODEL OUR ACTIVITY Twitter

  7. THE µBTAM MODEL OUR ACTIVITY • Real time: using Autotweet • Creating a class diary in which students and/or the teacher post class-related experiences and topics • Proposing questions in real time during the class • Indexing video, photo and audio content from other platforms. • Providing students class-related information • Permitting students to share their opinions about the topics seen in class • Creating categories or hashtags to identify messages about specific topics or ideas or from specific groups of people • Posting public notebooks

  8. THE µBTAM MODEL • Technology Acceptance Models (TAM) WHY TAM? the Web websites electronic mail TAM search engines online purchase intentions USED IN A LOT OF TOPICS on-line sales e-learning environments theacceptance of Moodle platforms

  9. THE µBTAM MODEL • STUDY METHOD The data obtained from the survey allowed us to develop a structural equation model with the constructs: 1.- The effect of subjective norms 2.- Social images on the use of web-based social networks Study results were obtained by means of the following types of analysis: 1.- Exploratory analysis to examine the validity of the variables and test the initial reliability of the scales. 2.- Confirmatory factor analysis to test the dimensionality obtained in the exploratory analysis and refine the established scales. 3.- Causal analysis to test the proposed structural relationships.

  10. THE µBTAM MODEL • PROPOURSE MODEL H1: Perceived ease of use (PEOU) has a direct and positive influence on perceived usefulness (PU) H2: Perceived ease of use (PEOU) has a direct and positive influence on behavioural intention (BI) H3: Perceived usefulness (PU) has a direct and positive influence on behavioural intention (BI) H4: Subjective norms (SN) have a direct and positive influence on perceived usefulness (PU) H5: Social image (IMAGE) has a direct and positive influence on perceived usefulness (PU) H6: Social image (IMAGE) has a direct and positive influence on subjective norms (SN)

  11. THE µBTAM MODEL • FINAL MODEL

  12. THE µBTAM MODEL • FINAL MODEL

  13. THE µBTAM MODEL • FINAL MODEL

  14. THE µBTAM MODEL • CONCLUSIONS The analysis gave rise to a robust and parsimonious model of social network usage behaviour that confirmed the proposed research hypotheses The use of new technologies in e-learning or b-learning environments is a growing trend that has given rise to highly successful teaching methods The model demonstrated that the extended TAM model is suitable for explaining the acceptance of web-based teaching tools as well as the validity of microblogging networks in combination with face-to-face classes. These networks were found to foster informal learning among students by encouraging interaction with the network content and other members of the class.

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