The Technology Adoption Process Model and Self-Efficacy of Distance Education Students

The technology adoption process model (TAPM) is applied to a new synchronous conference technology with 27 asynchronous courses involving 520 participants and 17 instructors. The TAPM resulted from a qualitative study reviewing webcam conference technology adoption. The TAPM is now tested using self-efficacy as the dependent variable. The independent variables from the TAPM were authenticity, distraction, and the technology acceptance model (TAM) perceived ease of use and perceived usefulness (Davis, 1989). The TAPM explains 26% of the increased student self-efficacy. The dominant independent variable, TAM explains 80% of the variance. Distraction and authenticity were secondary influences. Technology transience is addressed.