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Journal articles on the topic 'Concerns-Based Adoption Model'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Anderson, Stephen E. "Understanding Teacher Change: Revisiting the Concerns Based Adoption Model." Curriculum Inquiry 27, no. 3 (January 1997): 331–67. http://dx.doi.org/10.1080/03626784.1997.11075495.

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Anderson, Stephen E. "Understanding Teacher Change: Revisiting the Concerns Based Adoption Model." Curriculum Inquiry 27, no. 3 (January 1997): 331–67. http://dx.doi.org/10.1111/0362-6784.00057.

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Mize, Meghan, Cary Trexler, Amanda Crump, Glenn Young, Borarin Buntong, and Karen LeGrand. "Piloting of the Concerns-based Adoption Model: Farmer Concerns About the Participatory Guarantee System in Cambodia." Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 75–87. http://dx.doi.org/10.5191/iaee.2020.27375.

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While there is a large body of adoption and agricultural extension literature on the process of introducing a new technology, agricultural development projects are often expected to produce immediate results that do not always allow for the integration of these theories into practice. The Concerns-based Adoption Model (CBAM) is a framework that places participants at the center of the change process to identify their concerns and challenges, providing a roadmap for projects to guide individuals with the correct support for their particular stage of adoption. CBAM has typically been used for the introduction of new curriculum in formal education. But this study assessed the potential for CBAM to be applied to agriculture innovations. In this study, we adapted and piloted the CBAM “Stages of Concern” model to assess adoption of an agriculture innovation. The innovation is the Participatory Guarantee System (PGS) for Cambodian vegetable farmers. We assessed the potential for CBAM as a tool for agricultural development project management. We found that the adapted survey consistently placed farmers in the anticipated Stage of Concern. Identifying users’ Stages of Concern can inform program designers and practitioners, assisting in tailoring support across the adoption process. CBAM has the potential to inform participatory project design and give project administrators an evidence-based, systematic protocol for assessing the adoption process, adding another tool to the development practitioners’ toolbox. Keywords: Diffusion of Innovations, adoption, project design

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Creasy, Kim. "Teacher Candidate Disposition Development and the Concerns-Based Adoption Model." International Journal of Learning: Annual Review 15, no. 4 (2008): 277–84. http://dx.doi.org/10.18848/1447-9494/cgp/v15i04/45698.

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Evans, Lynn, and Sheila Chauvin. "Faculty Developers as Change Facilitators: The Concerns-Based Adoption Model." To Improve the Academy 12, no. 1 (June 1993): 165–78. http://dx.doi.org/10.1002/j.2334-4822.1993.tb00243.x.

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Khoboli, B., and John M. O’toole. "The Concerns-Based Adoption Model: Teachers’ Participation in Action Research." Systemic Practice and Action Research 25, no. 2 (November 1, 2011): 137–48. http://dx.doi.org/10.1007/s11213-011-9214-8.

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Kang, Woonsun. "Teachers’ concern regarding 2009 revised curriculum based on concerns-based adoption model." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 4 (February 2, 2017): 633–51. http://dx.doi.org/10.22251/jlcci.2017.17.4.633.

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Kang Woon-Sun. "An Analysis of Teachers’ Concerns Regarding Education for Sustainable Development (ESD) Based on Concerns-Based Adoption Model." Journal of Research in Curriculum Instruction 21, no. 1 (February 2017): 47–58. http://dx.doi.org/10.24231/rici.2017.21.1.47.

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Lee, Chul-hyun. "An Analysis of Elementary School Teachers’ Stage of Concerns about Coding Education Based on Concerns-Based Adoption Model." Korean Association of Practical Arts Education 31, no. 1 (March 21, 2018): 1–17. http://dx.doi.org/10.24062/kpae.2018.31.1.1.

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Haines, Karen Joy. "Professional Development for New Classroom Spaces: Extending the Concerns-Based Adoption Model." Journal of Perspectives in Applied Academic Practice 6, no. 2 (October 3, 2018): 58–66. http://dx.doi.org/10.14297/jpaap.v6i2.297.

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This article outlines how a tertiary institution designed professional development, during the first year of a long-term building initiative, to support teachers moving into new collaborative learning spaces. The Concerns-Based Adoption Model (CBAM) is used to reflect on professional development strategies employed to support teachers into using new classroom spaces. The stages of the CBAM were useful in considering the value of resources created for teacher development. The paper concludes with a discussion as to how effective the model proved to be in relation to teachers’ expressed concerns, and suggests expanding the CBAM parameters to reflect the complexity of professional development design for next-generation learning spaces.

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Yan, Tingrui, and Meng Deng. "Regular education teachers’ concerns on inclusive education in China from the perspective of concerns-based adoption model." International Journal of Inclusive Education 23, no. 4 (February 12, 2018): 384–404. http://dx.doi.org/10.1080/13603116.2018.1435741.

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Straub, Evan T. "Understanding Technology Adoption: Theory and Future Directions for Informal Learning." Review of Educational Research 79, no. 2 (June 2009): 625–49. http://dx.doi.org/10.3102/0034654308325896.

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How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.

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Kwak, E.-Rang, and Soo-Young Lee. "The Stages of Concerns about Maker Education of Elementary School Teacher According to the Concerns-Based Adoption Model." Journal of Elementary Education 32, no. 4 (November 30, 2019): 133–57. http://dx.doi.org/10.29096/jee.32.4.06.

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Jae-Ho Sim, 정진수, and 박현주. "An Investigation of Teachers’ STEAM Education Implementation Using the Concerns Based Adoption Model (CBAM)." Teacher Education Research 57, no. 3 (September 2018): 325–40. http://dx.doi.org/10.15812/ter.57.3.201809.325.

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Cha, Min Kyung, and Min Kyeong Kim. "A study on the stages of concern, level of use, innovation configurations and the analysis of their relationship to each other shown by elementary teachers regarding storytelling-based math education based on CBAM." Mathematical Education 55, no. 4 (November 30, 2016): 417–45. http://dx.doi.org/10.7468/mathedu.2016.55.4.417.

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Dorfman, Jay. "Music Teachers’ Experiences in One-to-One Computing Environments." Journal of Research in Music Education 64, no. 2 (May 23, 2016): 159–78. http://dx.doi.org/10.1177/0022429416649947.

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Ubiquitous computing scenarios such as the one-to-one model, in which every student is issued a device that is to be used across all subjects, have increased in popularity and have shown both positive and negative influences on education. Music teachers in schools that adopt one-to-one models may be inadequately equipped to integrate this kind of technology into their classrooms. The purposes of this study were to observe the behaviors and explore the dominant perceptions and concerns of music teachers in schools with one-to-one technology programs. This four-case study was based on the concerns-based adoption model, which has previously been used to analyze stakeholders’ concerns about adoption of an innovation such as a new technology. Participant teachers expressed their concerns about adoption of one-to-one technology in their schools and classrooms as they related to musical goals, extent of integration, changes that could improve the programs, and other pedagogical factors. Results showed that while the participants used the technologies in distinct ways and to varying extents, they shared concerns about technical support, pedagogical support, and authenticity of integration.

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Gijón Puerta, José. "Innovation As school life: A Case Analysis of Andalusia Using a "Concerns-Based Adoption Model"." education policy analysis archives 14 (January 21, 2006): 3. http://dx.doi.org/10.14507/epaa.v14n3.2006.

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The development of an educational norm (Charter of Students’ Rights and Obligations) in secondary schools in Andalusia is analyzed from the point of view of teachers and educators. To complement the analysis of the documents that regulate secondary schools in the region, a questionnaire with 41 questions was administered to 184 teachers in 24 Andalusian schools. The results, calculated using the CBAM (Concerns-Based Adoption Model), LoU (Level of Use) scale, were then subjected to a descriptive statistical study using measures of central tendency and variability.

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Hollingshead, Barbara. "The Concerns-Based Adoption Model: A Framework for Examining Implementation of a Character Education Program." NASSP Bulletin 93, no. 3 (September 2009): 166–83. http://dx.doi.org/10.1177/0192636509357932.

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Chung, Nam-Mi. "An Analysis of the Teacher"s Stage of Concerns about Maker Education by the Concerns-Based Adoption Model in Early Childhood." Journal of Children's Literature and Education 21, no. 4 (December 31, 2020): 107–37. http://dx.doi.org/10.22154/jcle.21.4.5.

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Chung, Nam-Mi. "An Analysis of the Teacher"s Stage of Concerns about Maker Education by the Concerns-Based Adoption Model in Early Childhood." Journal of Children's Literature and Education 21, no. 4 (December 31, 2020): 107–37. http://dx.doi.org/10.22154/jcle.21.4.5.

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Poynton, Timothy A., Rebecca A. Schumacher, and Felicia L. Wilczenski. "School Counselors' Attitudes regarding Statewide Comprehensive Developmental Guidance Model Implementation." Professional School Counseling 11, no. 6 (August 2008): 2156759X0801100. http://dx.doi.org/10.1177/2156759x0801100608.

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The pilot study in this article identified facilitators and barriers to implementing the Massachusetts Model for Comprehensive School Counseling Programs. The Concerns-Based Adoption Model served as a framework to understand how school counselors perceive the Massachusetts Model's impact on their professional roles, and how those perceptions indicate varying levels of adoption of the model. The majority of respondents indicated that their concerns were “personal,” such as how the model will change their day-today lives and how working under the new model is different from their current roles as school counselors. Results of this study suggest directions for professional development regarding state and ASCA National Model® implementation.

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Paramasveran, Rubananthan a/l, and Nurfaradilla Mohamad Nasri. "Teachers’ Concerns on the Implementation and Practices of i-THINK with Concern Based Adoption Model (CBAM)." Creative Education 09, no. 14 (2018): 2183–91. http://dx.doi.org/10.4236/ce.2018.914159.

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Jo, Miheon. "Analysis of Elementary Pre-service Teachers’ Concern on Software Education Using the Concerns-Based Adoption Model." Journal of The Korean Association of Information Education 22, no. 5 (October 31, 2018): 535–43. http://dx.doi.org/10.14352/jkaie.2018.22.5.535.

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Cheung, Derek. "Refining a Stage Model for Studying Teacher Concerns about Educational Innovations." Australian Journal of Education 46, no. 3 (November 2002): 305–22. http://dx.doi.org/10.1177/000494410204600305.

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This paper discusses the stages of concern that teachers pass through as they engage in the process of innovation adoption and implementation. A 24-item questionnaire was constructed to assess teachers' concerns on five sequential stages: (1) indifference, (2) informational-personal, (3) management, (4) consequence-collaboration, and (5) refocusing. Using the questionnaire, 290 Hong Kong teachers' concerns about school-based assessment as a component of the public examination system were surveyed. Results supported the 5-stage model of teacher concerns. However data collected from another sample of 53 teachers through an open-ended survey indicated that an additional stage of evaluation concerns should be inserted between the indifference and informational-personal stages. Teachers' evaluation concerns focused on the worth and necessity of school-based assessment, as well as support from the Hong Kong Examinations Authority. The revised 6-stage model can provide a more comprehensive framework for analysing teachers' concerns regarding innovations.

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Kim, Seung-Hyun, and Jin Ki Kim. "Determinants of the adoption of mobile cloud computing services." Information Development 34, no. 1 (October 12, 2016): 44–63. http://dx.doi.org/10.1177/0266666916673216.

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The quantity and popularity of mobile cloud computing services have increased significantly. From the principal-agent perspective, this study proposes a model to determine the adoption of mobile cloud computing services. In the model, three uncertainty antecedents of mobile cloud computing utilization are included: fears of service provider opportunism, perceived information asymmetry, and information privacy and security concerns. Likewise, three motivators are included: trust, convenience, and social presence. Based on 263 observations of mobile cloud computing users, the study identifies that trust and convenience are motivators and perceived uncertainty is a mitigator for adopting mobile cloud computing services.

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Kumar, Devesh, Harsh Vardhan Samalia, and Piyush Verma. "Exploring suitability of cloud computing for small and medium-sized enterprises in India." Journal of Small Business and Enterprise Development 24, no. 4 (November 20, 2017): 814–32. http://dx.doi.org/10.1108/jsbed-01-2017-0002.

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Purpose The purpose of this paper is to evaluate the suitability of cloud computing for small and medium-sized enterprises (SMEs) in India. Design/methodology/approach Literature review is used to identify benefits, challenges, and factors concerning usage and adoption of cloud computing by SMEs. A conceptual framework was developed based on the existing theoretical models and factors identified from the literature. A survey based on questionnaire method was followed to collect data from 121 manufacturing SMEs in India. The conceptual framework was refined by using factor analysis, and multiple regression analysis was used to test the hypotheses. Findings Major benefits of cloud computing for SMEs include cost advantage, easy deployment process, easier access to latest information and communication technologies, automatic updates and upgrades, scalability, flexibility, and improved disaster recovery and back-up capabilities. The concern area includes perceived loss of control, vendor lock-in, security issues, reliability and availability issues, and internet connectivity and speed. The factors that are found significant include perceived benefits, top management support, competitive pressure, and perceived concerns. The model explained 73 percent of cloud computing adoption. Research limitations/implications The study is expected to make significant contribution toward body of knowledge pertaining to information technology adoption in SMEs. Practical implications The study is expected to provide SMEs an insight into real benefits and challenges associated with adopting cloud computing. The model can help SMEs in evaluating their readiness for adopting cloud computing and can ensure successful outcome of cloud computing adoption in SMEs. Providers are also going to be benefited through their enhanced understanding of SMEs’ requirements. Originality/value The proposed framework incorporates all the relevant factors including perceived benefits, perceived concerns, and other organizational and environmental factors to improve model’s predictive power.

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Moscariello, Nicola, Fabio La Rosa, Francesca Bernini, and Pietro Fera. "Revenue-expense versus asset-liability model." Meditari Accountancy Research 28, no. 2 (February 8, 2020): 277–310. http://dx.doi.org/10.1108/medar-04-2019-0465.

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Purpose The purpose of this study is to analyse the impact of two different financial reporting models (revenue-expense vs asset-liability) on several earnings attributes. Design/methodology/approach The analysis compares the earnings attributes of non-financial private firms using the Italian generally accepted accounting principles (Italian GAAP, based on a revenue-expense model) with those of the Italian non-financial private firms voluntarily adopting the international financial reporting standards (IFRS, based on the asset-liability model). To address major methodological concerns, the research design is based on a single-country analysis and on three different samples as follows: firms voluntarily adopting IFRS; a matched sample of Italian GAAP firms; Italian GAAP firms belonging to the Elite programme, and therefore, comparable to the IFRS adopters in terms of incentives towards financial reporting transparency. Findings The results show that firms reporting under a revenue-expense model are characterized by a stronger revenue-expense matching degree, along with higher earnings’ persistence, earnings’ predictability and conditional conservatism than firms adopting an asset-liability model. In addition, contrary to the expectations, Italian GAAP firms do not present smoother earnings and do not report greater abnormal accruals than IFRS adopters do. Overall, the findings suggest that the switch from a revenue-expense model to an asset-liability model negatively affects several earnings attributes of non-financial private companies, shedding new light on the drawbacks associated with the adoption of the IFRS accounting model. Originality/value This study addresses a theme characterized by sparse research efforts, adding new insights to the debate on the decline in the quality of earnings and on the drawbacks associated with the adoption of the IFRS accounting model.

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Dele-Ajayi, Opeyemi, Oluwakemi Dunsin Fasae, and Akachukwu Okoli. "Teachers’ concerns about integrating information and communication technologies in the classrooms." PLOS ONE 16, no. 5 (May 3, 2021): e0249703. http://dx.doi.org/10.1371/journal.pone.0249703.

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Teachers in developing countries are facing increasing social and political pressure to use Information and Communication Technologies (ICT) to improve the access to and the quality of education available to young people. This is a core part of several government-led initiatives to attain the United Nations Sustainable Development Goal 4-quality education. While there is no shortage of ICT, the adoption for actual use in the classroom is often a hurdle for teachers, due to various concerns they harbour. This research study used the Concerns-Based Adoption Model (CBAM) to assess the stages of concern of 340 Nigerian teachers about adopting and integrating ICT in the classroom. The findings indicated that teachers’ concerns were most intense in the awareness, management and information stages respectively, and lowest at the collaborative and consequence levels. Further examination of the results also shows a significant relationship between the stages of concern and teachers’ personal attributes like teaching experience, age and the class level they teach. These findings provide practical insights into how to better create effective teacher professional development interventions, to assist teachers in adopting and integrating ICT, to enhance the learning experience of young people within the classroom.

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Singh, Vanita, and Vedant Dev. "Telemedicine Adoption in India." International Journal of Healthcare Information Systems and Informatics 16, no. 4 (October 2021): 1–18. http://dx.doi.org/10.4018/ijhisi.20211001.oa34.

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COVID-19 pandemic mandates the transformation of the traditional healthcare delivery model from facility-based to virtual care worldwide. The use of technology in delivering health care has always been debated and faces challenges as patients as well as providers are often resistive to change. To date, studies focusing on one’s intention to use technology have gained significant research attention. Using the Technology Adoption Model as a research framework, a sample of 336 individuals within the age group of 18-70 years were surveyed via online to understand their intention to use telemedicine. Data were analyzed using structural equation modeling. The findings suggest that perceived ease of use is a significant determinant of one’s intention to use telemedicine vis-à-vis its effect on perceived usefulness and attitude towards telemedicine use. The attitude towards telemedicine is significantly affected by privacy concerns and outcome beliefs. Our study results have implications for health policymakers and others when implementing telemedicine for today’s health care delivery.

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Gabby, Shwartz, Shirly Avargil, Orit Herscovitz, and Yehudit Judy Dori. "The case of middle and high school chemistry teachers implementing technology: using the concerns-based adoption model to assess change processes." Chemistry Education Research and Practice 18, no. 1 (2017): 214–32. http://dx.doi.org/10.1039/c6rp00193a.

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An ongoing process of reforming chemical education in middle and high schools in our country introduced the technology-enhanced learning environment (TELE) to chemistry classes. Teachers are encouraged to integrate technology into pedagogical practices in meaningful ways to promote 21st century skills; however, this effort is often hindered by teacher concerns and resistance to change. We applied the Concerns-Based Adoption Model (CBAM) to examine whether and how it could be used to identify chemistry teachers' concerns, and to characterize the process of change they experience when integrating TELE. An analysis of two kinds of participants, one of high school chemistry teachers and the other of middle school chemistry teachers, helped us to obtain an in-depth understanding of the way these teachers adopted the innovation. Results revealed that after ten years of implementation, the concerns of high school teachers remained multi-focal, and the impact and personal concerns increased and were predominant. Examining three case studies of middle school teachers showed that one teacher remained in the early stages of concerns during one year of implementation, while the other two exhibited a process of change, moving forward to advances stages of concerns. Our study can shed light on how CBAM might serve as a diagnostic tool for differentiating between teachers with different qualifications, experiences, and concerns in diverse teaching situations in middle school and high school. Such diagnosis can help stakeholders in the education system to develop specific interventions and activities for different groups of teachers based on specific concerns while implementing TELE.

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Miri Lavassani, Kayvan, Bahar Movahedi, and Glenn Parry. "Broadband Internet adoption challenge." Transforming Government: People, Process and Policy 8, no. 4 (October 14, 2014): 620–44. http://dx.doi.org/10.1108/tg-11-2013-0050.

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Purpose – This paper aims to investigate empirically how broadband has been implemented at the business level and what are the potential adoption benchmarks. Several recent studies have called for the development of frameworks of broadband adoption, particularly at the business level, to help policy makers, communities and businesses with their strategic decision-making process. Design/methodology/approach – This paper opens the discussion by presenting concerns and challenges of Internet adoption. Internet adoption is viewed as the current challenge facing businesses, communities and governments. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) techniques are used to create, analyze and develop Internet adoption models. Findings – Based on the Internet usage data from a number of states across the USA, measurement models are developed using EFA and CFA. The findings indicate that for our sample, a three-factor model is the most appropriate for the representation of Internet adoption in the tourism sector, while a five-factor model can best describe Internet adoption in the sample of manufacturing organizations. Research limitations/implications – The availability of data on Internet usage at the business/organizational level is one of the main constraints. Industry/community-specific data can also provide valuable insights about the Internet adoption and support the development of industry/community-specific adoption models. Practical implications – The findings and the employed research method can be used by businesses, communities and government managers and policy makers as benchmarks to examine broadband adoption based on gap-opportunity criteria. Originality/value – This is the first study that provides Internet adoption models based on an empirical study at the business level. The benefits of broadband Internet have been investigated by many researchers in the past decade. There seems to be a consensus among practitioners and scholars about the role of broadband Internet in gaining competitive advantage. However, there have not been any previous studies that investigate how broadband has been implemented and what the potential adoption benchmarks at the business level are.

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Saunders, Rebecca. "Assessment of Professional Development for Teachers in the Vocational Education and Training Sector: An Examination of the Concerns Based Adoption Model." Australian Journal of Education 56, no. 2 (August 2012): 182–204. http://dx.doi.org/10.1177/000494411205600206.

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The purpose of this article is to describe the use of the Concerns Based Adoption Model (Hall & Hord, 2006) as a conceptual lens and practical methodology for professional development program assessment in the vocational education and training (VET) sector. In this sequential mixed-methods study, findings from the first two phases (two of five) of data collection and analysis are used as examples to profile the journeys of professional change experienced by 27 VET teachers involved in a four-year systemic-change professional-development initiative designed to extend and refine their pedagogical practice. The examples support the view that a Concerns Based Adoption Model provides an effective framework for better understanding teachers' professional change in a VET context. The conceptual and practical usefulness of this approach is discussed in terms of its implications for the future design, implementation and assessment of professional development initiatives.

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Roach, Andrew T., Thomas R. Kratochwill, and Jennifer L. Frank. "School-Based Consultants as Change Facilitators: Adaptation of the Concerns-Based Adoption Model (CBAM) to Support the Implementation of Research-Based Practices." Journal of Educational and Psychological Consultation 19, no. 4 (November 23, 2009): 300–320. http://dx.doi.org/10.1080/10474410802463304.

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Alnujaidi, Sulaiman. "Adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabian EFL Classrooms." Journal of Language Teaching and Research 12, no. 2 (March 1, 2021): 312. http://dx.doi.org/10.17507/jltr.1202.13.

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This study aimed to examine EFL teachers' concerns about the adoption of Mobile Assisted Language Learning (MALL) in Saudi Arabia. The Concerns-Based Adoption Model (CBAM) was used to analyze the participants' stages of concern (SoC) about MALL. The study also investigated whether some specific demographic and technographic variables (gender, age, teaching experience, and professional development) had any statistically significant effect on EFL teachers’ stages of concern about MALL. The participants in this study were (130) Saudi EFL public school teachers. The results revealed that the participants had high concerns at the Informational, Personal, and Management stages and minimal concerns at the Awareness, Refocusing, Collaboration, and Consequence stages. The MANOVA analysis revealed no significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their gender, age, and teaching experience. Such findings indicate that Saudi EFL teachers' gender, age, and teaching experience have no effect on their concerns about using and implementing MALL. However, The MANOVA analysis yielded a significant difference among EFL teachers in terms of their MALL stages of concerns in relation to their professional development. These results entail that Saudi EFL teachers' professional development has a significant effect on their concerns about MALL. The study concluded that technology-related professional development could help decrease teachers’ self-concerns and increase their impact-concerns. The study recommended providing EFL teachers with technology-related professional development to ensure successful MALL adoption.

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Kember, David, and Ross Mezger. "The instructional designer as a staff developer: A course team approach consistent with the Concerns‐Based Adoption Model." Distance Education 11, no. 1 (January 1990): 50–70. http://dx.doi.org/10.1080/0158791900110105.

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Armer, Jane M., Kimberly Harris, and Julie M. Dusold. "Application of the Concerns-Based Adoption Model to the Installation of Telemedicine in a Rural Missouri Nursing Home." Journal for Nurses in Staff Development (JNSD) 20, no. 1 (January 2004): 42–49. http://dx.doi.org/10.1097/00124645-200401000-00008.

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Tunks, Jeanne, and Kirk Weller. "Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the concerns-based adoption model (CBAM)." Educational Studies in Mathematics 72, no. 2 (February 21, 2009): 161–83. http://dx.doi.org/10.1007/s10649-009-9189-x.

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Hitz, Anja, and Lea Prevel Katsanis. "A consumer adoption model for personalized medicine: an exploratory study." International Journal of Pharmaceutical and Healthcare Marketing 8, no. 4 (October 28, 2014): 371–91. http://dx.doi.org/10.1108/ijphm-07-2013-0039.

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Purpose – The purpose of this research is to identify factors linked to the potential acceptance of personalized medicine (PM) by consumers. Roger’s diffusion of innovation model (1995) and the work of Duguay et al. (2003) on transgenic biopharmaceuticals contributed to the development of the proposed conceptual model. Design/methodology/approach – The study design was an exploratory cross-sectional survey that used a Canadian national online panel of 307 respondents. Findings – The results suggest that the most important factors leading to consumer adoption of PM are knowledge, relative advantage and compatibility with existing values. The level of homophilus traits was negatively related to the acceptance of PM. Originality/value – Marketers will need to provide documented evidence of PM’s benefits over existing therapy based on improved efficacy and reduced side effects. Further, concerns about higher price, product distribution and drug reimbursement policies may limit its acceptance. This is the first study to examine the potential adoption and acceptance of PM by consumers.

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Tomczyk, Samuel, Simon Barth, Silke Schmidt, and Holger Muehlan. "Utilizing Health Behavior Change and Technology Acceptance Models to Predict the Adoption of COVID-19 Contact Tracing Apps: Cross-sectional Survey Study." Journal of Medical Internet Research 23, no. 5 (May 19, 2021): e25447. http://dx.doi.org/10.2196/25447.

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Background To combat the global COVID-19 pandemic, contact tracing apps have been discussed as digital health solutions to track infection chains and provide appropriate information. However, observational studies point to low acceptance in most countries, and few studies have yet examined theory-based predictors of app use in the general population to guide health communication efforts. Objective This study utilizes established health behavior change and technology acceptance models to predict adoption intentions and frequency of current app use. Methods We conducted a cross-sectional online survey between May and July 2020 in a German convenience sample (N=349; mean age 35.62 years; n=226, 65.3% female). To inspect the incremental validity of model constructs as well as additional variables (privacy concerns, personalization), hierarchical regression models were applied, controlling for covariates. Results The theory of planned behavior and the unified theory of acceptance and use of technology predicted adoption intentions (R2=56%-63%) and frequency of current app use (R2=33%-37%). A combined model only marginally increased the predictive value by about 5%, but lower privacy concerns and higher threat appraisals (ie, anticipatory anxiety) significantly predicted app use when included as additional variables. Moreover, the impact of perceived usefulness was positive for adoption intentions but negative for frequency of current app use. Conclusions This study identified several theory-based predictors of contact tracing app use. However, few constructs, such as social norms, have a consistent positive effect across models and outcomes. Further research is required to replicate these observations, and to examine the interconnectedness of these constructs and their impact throughout the pandemic. Nevertheless, the findings suggest that promulgating affirmative social norms and positive emotional effects of app use, as well as addressing health concerns, might be promising strategies to foster adoption intentions and app use in the general population.

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Al Masarweh, Mohammed. "Evaluating M-Learning System Adoption by Faculty Members in Saudi Arabia Using Concern Based Adoption Model (CBAM) Stages of Concern." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (March 14, 2019): 153. http://dx.doi.org/10.3991/ijet.v14i05.8296.

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This study assesses the use of an m-learning system by faculty members in Saudi Arabia using a new approach and methodology. Optimum use of educational technology requires consideration of requirements, obstacles and opportunities expected from user interaction with such systems and tools. While the use of m-learning in Saudi Arabia is relatively new, different research studies have investigated the use of m-learning in Saudi Arabia using different models. Most of the presented models investigated the acceptance and use from student perspectives, with little consideration of adoption by faculty members, their use of m-learning systems and their concerns (i.e. facilitators and barriers) as users. Some of the used models managed to provide significant results in relation to m-learning use, while others were found to lack a systematic and appropriate methodology. Concern Based Adoption Model (CBAM), which is widely used in the USA, Canada and (more recently) the Middle East (particularly Jordan), was used in this study to investigate m-learning adoption as an educational technology in Saudi Arabia. This framework provides tools to evaluate the use of educational technology within educational settings. This framework has not previously been used in Saudi Arabian educational research literature, and it is believed that the output will be valuable for enhancing the level of concern, adoption and use of m-learning in the future.

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Xiao, Liang, Qibei Lu, and Feipeng Guo. "Mobile Personalized Recommendation Model based on Privacy Concerns and Context Analysis for the Sustainable Development of M-commerce." Sustainability 12, no. 7 (April 10, 2020): 3036. http://dx.doi.org/10.3390/su12073036.

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A mobile personalized recommendation service satisfies the needs of users and stimulates them to continue to adopt mobile commerce applications. Therefore, how to precisely provide mobile personalized recommendation service is very important for the sustainable development of mobile commerce. However, privacy concerns regarding mobile commerce affect users’ consumption intentions, and also reduce the quality of mobile personalized recommendation services. In order to address this issue and the existing recommendation method problem in the mobile personalized recommendation service, this paper introduces six dimensions of privacy concerns and the relevant contextual information to propose a novel mobile personalized recommendation service based on privacy concerns and context analysis. First, this paper puts forward an intensity measurement method to measure the factors that influence privacy concerns, and then realizes a user-based collaborative filtering recommendation integrated with the intensity of privacy concerns. Second, a context similarity algorithm based on a context ontology-tree is proposed, after which this study realizes a user-based collaborative filtering recommendation integrated with context similarity. Finally, the research produces a hybrid collaborative filtering recommendation integrated with privacy concerns and context information. After experimental verification, the results show that this model can effectively solve the problems of data sparseness and cold starts. More importantly, it can reduce the influence of users’ privacy concerns on the adoption of mobile personalized recommendation services, and promote the sustainable development of mobile commerce.

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Kumar Bhardwaj, Amit, Arunesh Garg, and Yuvraj Gajpal. "Determinants of Blockchain Technology Adoption in Supply Chains by Small and Medium Enterprises (SMEs) in India." Mathematical Problems in Engineering 2021 (June 19, 2021): 1–14. http://dx.doi.org/10.1155/2021/5537395.

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In recent times, organizations are increasingly adopting blockchain technology in their supply chains due to various advantages such as cost optimization, effective and verified record-keeping, transparency, and route tracking. This paper aims to examine the factors influencing the intention of small and medium enterprises (SMEs) in India to adopt blockchain technology in their supply chains. A questionnaire-based survey was used to collect data from 216 SMEs in the northern states of India. The study has considered an integrated technology adoption framework consisting of the Technology Acceptance Model (TAM), Diffusion of Innovation (DOI), and Technology-Organization-Environment (TOE). Using this integrated TAM-TOE-DOI framework, the study has proposed eleven hypotheses related to factors of blockchain technology adoption. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) have been used to test the hypotheses. The results show that relative advantage, technology compatibility, technology readiness, top management support, perceived usefulness, and vendor support have a positive influence on the intention of Indian SMEs to adopt blockchain technology in their supply chains. The complexity of technology and cost concerns act as inhibitors to the technology adoption by SMEs. Furthermore, the three factors, namely, security concerns, perceived ease of use, and regulatory support, do not influence the intention to adopt the technology. The study contributes to filling a significant gap in the academic literature since only a few studies have endeavored to ascertain the technology adoption factors by supply chains of SMEs in a developing country like India. The study has also proposed a novel integrated technology adoption framework that can be employed by future studies. The findings are expected to enable SMEs to understand important factors to be considered for adopting blockchain technology in their supply chains. Furthermore, the study may benefit the blockchain technology developers and suppliers as they can offer customized solutions based on the findings.

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Many, Joyce E., Ruchi Bhatnagar, Carla Tanguay, Shaneeka Favors-Welch, Clarice Thomas, Susan Ophelia Cannon, Tamra Ogletree, et al. "State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators." education policy analysis archives 27 (October 9, 2019): 121. http://dx.doi.org/10.14507/epaa.27.4460.

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This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.

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Van den Berg, Rudolf. "The concerns-based adoption model in the netherlands, flanders and the united kingdom: State of the art and perspective." Studies in Educational Evaluation 19, no. 1 (January 1993): 51–63. http://dx.doi.org/10.1016/s0191-491x(05)80056-2.

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Christoforou, Andreas, and Andreas S. Andreou. "Investigating Cloud Adoption Using Influence Diagrams as a Decision Support Model." International Journal on Artificial Intelligence Tools 24, no. 06 (December 2015): 1560005. http://dx.doi.org/10.1142/s0218213015600052.

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The fact that Cloud Computing is steadily becoming one of the most significant fields of Information and Communication Technology (ICT) has led many organizations to consider the benefits of migrating their business operations to the Cloud. Decision makers are facing strong challenges when assessing the feasibility of the adoption of Cloud Computing for their organizations. Cloud adoption is a multi-level decision which is influenced by a number of intertwined factors and concerns thus characterizing it as a complex and difficult to model real-world problem. In this paper we propose two decision support modeling approaches based on Influence Diagrams (ID) aiming to model the answer to the question “Adopt Cloud Services or Not?” Two models are developed and tested, the first is a generic ID with nodes interacting in a probabilistic manner, while the second is a more flexible version that utilizes Fuzzy Logic. Both models combine several factors that influence the decision to be taken, which were identified through literature review and input received from field experts. The proposed approaches are validated using five experimental scenarios, two synthetic and three real-world cases, and their performance suggests that they are highly capable of supporting the right decision.

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Kim, Jungsun (Sunny), Sungsik Yoon, and Dina Marie V. Zemke. "Factors affecting customers’ intention to use of location-based services (LBS) in the lodging industry." Journal of Hospitality and Tourism Technology 8, no. 3 (October 2, 2017): 337–56. http://dx.doi.org/10.1108/jhtt-03-2017-0023.

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Purpose The purpose of this study is to investigate the determinants of customers’ intentions to use location-based services (LBS) offered by a hotel. The study examined whether hotel customers’ coupon proneness, trust, privacy concerns and familiarity with LBS are significant determinants of their intentions to use LBS. Design/methodology/approach An online survey using a scenario-based narrative was administered to collect data from participants who have smartphones and have stayed at a full-service hotel within the previous 12 months. A research model tested data collected from 402 hotel customers, using confirmatory factor analysis and structural equation modeling. Findings Three proposed determinants (i.e. familiarity, coupon proneness and trust) positively influenced customers’ intentions to use LBS. Out of the four dimensions of privacy concerns (concerns of collection, error, unauthorized secondary use and improper access), only concerns about data collection negatively influenced customers’ intentions to use a hotel’s LBS. Originality/value This study extends the literature on LBS adoption and other technology with privacy issues by modifying existing models and empirically testing it in the new context of hotels.

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Lee, Jae Chang, and Hyun Su Kim. "A Study on Effect of Multicultural Educational Training Program Completion of Elementary School Teachers on the Level of Adoption of Multicultural Educational Curriculum - Based on the Concerns-Based Adoption Model -." Jounal of Cultural Exchange 10, no. 1 (January 30, 2021): 27–58. http://dx.doi.org/10.30974/kaice.2021.10.1.2.

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Gupta, Shikha, and Anil K. Saini. "Modeling Trust Based Risk Management in Cloud Adoption using Fuzzy Inference System." International Journal of Technology Diffusion 8, no. 1 (January 2017): 52–60. http://dx.doi.org/10.4018/ijtd.2017010104.

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Cloud has revolutionized the entire landscape of IT usage, storage and maintenance. It has shifted the focus from owning physical IT infrastructure, facility and storage to the use of same in an abstract form with pay per use facility. This has led to economizing the entire IT infrastructure. Cloud's various characteristics including on demand pay per use, scalability and flexibility of computing highly depends on cloud service provider which can often lead to low results and serious issues. These issues may include concerns about losses due to non-compliance with the promises made. Hence selection of cloud service provider can play a positive or negative role in establishing an initial trust between the cloud service client and provider. The authors propose a model of Trust based Risk management of cloud adoption which can be used by cloud users. The model provides the functioning of comparing service providers using calculated trust ratings.

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Eutsler, Lauren. "Parents’ mobile technology adoption influences on elementary children’s use." International Journal of Information and Learning Technology 35, no. 1 (January 2, 2018): 29–42. http://dx.doi.org/10.1108/ijilt-05-2017-0035.

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Purpose With a high rate of mobile technology ownership in the home, it is unknown how parents’ behavioral intention influences mobile technology adoption and children’s informal use to support reading. The purpose of this paper is to identify 120 parents’ intentions to adopt mobile technology and gather in-depth perceptions about mobile technology adoption with a smaller subset of 13 parents. Design/methodology/approach The unified theory of acceptance and use of technology adoption model and the ecological systems theory help explain the interconnections of the child’s home and school on mobile technology intentions and use behavior. A mixed-method explanatory research design obtained behavioral intention scores from a parent survey and individual interviews explained intention scores and depth of perceptions. Findings Parents’ behavioral intention scores show, on average, parents agree with using mobile technology to help their child read in the home. Behavioral intention concerns are influenced by children’s individual experience with technology: reluctant users prioritize media-safe education; indifferent users perceive technology as entertainment and desire a balance of text mediums; eager users are influenced socially and recognize interactive and individual affordances when reading with technology. Research limitations/implications Knowing that parents’ behavioral intentions vary based on their individual concerns, transparency between parents and teachers about parents’ concerns and children’s mobile technology use in the home can strengthen children’s mobile learning opportunities between home and school. Originality/value Data were collected from 46 classrooms between two K-5 elementary schools in the southeastern USA, which offers a unique glimpse into technology adoption behavior in two different communities.

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Murza, Kimberly A., and Barbara J. Ehren. "Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists." Language, Speech, and Hearing Services in Schools 46, no. 3 (July 2015): 181–93. http://dx.doi.org/10.1044/2015_lshss-14-0101.

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Purpose School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs, and a specific model for measuring change: the concerns-based adoption model (CBAM; Hall & Hord, 2015). An example of how CBAM was used to examine the adoption process with school-based SLPs in a large school district is provided. Conclusion Based on the review of the literature, the current approach to PL experienced by most SLPs is problematic. High-quality PL should target improvement in student outcomes and should be focused, ongoing, supported, and evaluated.

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