Use of Interactive Tools for Teaching and Learning Practices in Higher Education Institutions

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.