Applying the TAM Framework to Inform Faculty Participation in Course Quality Reviews

Higher Education Institutions promote course reviews as a strategy to increase the quality of online learning. However, little is known about the factors that affect faculty participation and engagement in course quality reviews. The present study expands the Technology Acceptance Model by examining factors of faculty’s use intentions of course quality reviews. A questionnaire was administered to test the theoretical new model. 119 responses from faculty eligible to complete course quality reviews were analyzed using PLS-SEM. The results revealed that perceived usefulness was a statistically significant predictor of intention to participate in course quality reviews, followed by subjective norm. Subjective norm was found to be a predictor of perceived usefulness. Faculty technology self-efficacy also played a key role by enhancing perceived ease of use of course quality reviews. Theoretical implications, as well as implications at the institutional, departmental, peer, and student level, are discussed.