Article: Use of interactive tools for teaching and learning practices in higher education institutions Journal: International Journal of Business Innovation and Research (IJBIR) 2020 Vol.22 No.4 pp.469 - 487 Abstract: While social media tools are seen as primarily of personal use, their embedded values for constructive collaboration cannot be discounted. Research on university students' use of analytical tools and collaborative platforms has highlighted an area for improvement in teaching and learning styles. A theoretical model, based on constructs from technology acceptance model (TAM) and external factors was built to understand the blended adoption of collaborative and analytical tools. Real-time collaboration (RTC) and interpersonal development (ID) were conceived to mark the perceived usefulness (PU) of the interactive and collaborative learning environment; while hands-on learning (HOL) and self-efficacy (SE) were postulated to influence the perceived ease of use (PEoU) of interactive and collaborative learning environment. Findings showed that these four external factors significantly contributed to the PU and PEoU constructs. PU and PEoU were further found to be significant predictors of attitude (A) towards intention to use (IU). Structural equation modelling (SEM) results are presented in this paper. Inderscience Publishers - linking academia, business and industry through research

Title: Use of interactive tools for teaching and learning practices in higher education institutions

Authors: Sadaf Hina; P.D.D. Dominic; Khurram Shabih Zaidi

Addresses: Department of Computers and Information Sciences, Universiti Teknologi PETRONAS, 32610, Bandar Seri Iskandar, Perak, Malaysia ' Department of Computers and Information Sciences, Universiti Teknologi PETRONAS, 32610, Bandar Seri Iskandar, Perak, Malaysia ' Electrical and Computer Engineering Department, COMSATS University Islamabad, Lahore Campus, Pakistan

Abstract: While social media tools are seen as primarily of personal use, their embedded values for constructive collaboration cannot be discounted. Research on university students' use of analytical tools and collaborative platforms has highlighted an area for improvement in teaching and learning styles. A theoretical model, based on constructs from technology acceptance model (TAM) and external factors was built to understand the blended adoption of collaborative and analytical tools. Real-time collaboration (RTC) and interpersonal development (ID) were conceived to mark the perceived usefulness (PU) of the interactive and collaborative learning environment; while hands-on learning (HOL) and self-efficacy (SE) were postulated to influence the perceived ease of use (PEoU) of interactive and collaborative learning environment. Findings showed that these four external factors significantly contributed to the PU and PEoU constructs. PU and PEoU were further found to be significant predictors of attitude (A) towards intention to use (IU). Structural equation modelling (SEM) results are presented in this paper.

Keywords: interactive learning; analytical and collaborative tools; higher education institutions; teaching and learning.

DOI: 10.1504/IJBIR.2020.109034

International Journal of Business Innovation and Research, 2020 Vol.22 No.4, pp.469 - 487

Received: 13 Sep 2018
Accepted: 18 Jan 2019
Published online: 17 Aug 2020 *

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Title: Use of interactive tools for teaching and learning practices in higher education institutions

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