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Title:
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METHODOLOGICAL CONSTITUENTS OF FACULTY TECHNOLOGY PERCEPTION AND APPROPRIATION. DOES FORM FOLLOW FUNCTION? |
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Author(s):
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Jorge Tiago Martins , Miguel Baptista Nunes |
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ISBN:
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978-972-8924-83-6 |
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Editors:
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Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen) |
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Year:
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2009 |
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Edition:
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V I, 2 |
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Keywords:
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Technology Acceptance Model, Grounded Theory, E-learning, Teacher Perception, Faculty Technology Appropriation,
Higher Education |
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Type:
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Full Paper |
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First Page:
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124 |
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Last Page:
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131 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This paper attempts to demonstrate the insufficiencies of the longstanding and positivist-embedded TAM research
tradition in IS and provide contextual rich insights on faculty acceptance of e-learning, by advocating the generation of
in-context theories of appropriation, through a multi-layered, descriptive understanding of teachers as creative agents, in
their perception, manipulation, assimilation and reinvention of technology-enhanced educational systems, within the
university setting. |
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