Aceptación de los estudiantes universitarios en el uso de los sistemas e-learning Moodle desde la perspectiva del modelo TAM.// Acceptance of university students in the use of Moodle e-learning systems from the perspective of the TAM model.

Abstract

El propósito de este artículo es presentar un estudio donde se consideraron los incentivos que tienen los estudiantes universitarios en el uso real de sistemas e-learning para promover el aprendizaje auto dirigido y colaborativo en el contexto de sus cursos universitarios. Además, se propone un esquema teórico de investigación en base al modelo TAM. Se construyó un cuestionario en línea, que se distribuyó por correo electrónico a todos los alumnos de la carrera de Finanzas y Auditoria de la Universidad de las Fuerzas Armadas. En total 128 estudiantes universitarios respondieron. Se realizó un análisis exploratorio y confirmatorio utilizando Mínimos Cuadrados Parciales (PLS) para validar el modelo de investigación. Se establecieron las relaciones existentes entre la experiencia, normas subjetivas, entretenimiento percibido, ansiedad por la computadora, auto eficiencia computacional, la utilidad percibida y la facilidad de uso percibida, la actitud de aprendizaje y el uso real de los sistemas e-learning. Como resultado en el modelo propuesto se obtuvo una varianza explicada del 49,7% en el uso de dicho sistema. También se encontró que la mayoría de los estudiantes se interesaron en aprender con la plataforma Moodle y lo consideraron como una herramienta de aprendizaje útil.AbstractThe purpose of this article is to present a study that considered the factors that university students have in the real use of e-learning systems to promote self-directed and collaborative learning in the context of their university courses. In addition, a theoretical research scheme based on the TAM model was proposed and an online questionnaire was constructed, which was distributed by e-mail to all students of the Finance and Audit career at the University of the Armed Forces. In total, 128 university students responded. An exploratory and confirmatory analysis was carried out using Partial Least Squares (PLS) to validate the research model. The relationships between experience, subjective norms, perceived entertainment, computer anxiety, computational self-efficiency, perceived usefulness and perceived ease of use, the learning attitude and the actual use of e-learning systems were made. As a result of the proposed model, an explained variance of 49.7% was obtained in the use of this system and it was found that most of the students were interested in learning with the Moodle platform and considered it a useful learning tool.

Adopción del b-learning en la enseñanza de las matemáticas para ingenieros: Validación de un modelo de aceptación

“…En el contexto de la educación matemática, estudios recientes han demostrado la eficacia del b-learning en la presentación visual y dinámica de conceptos matemáticos, lo que contribuye a una comprensión más profunda y sólida de estos (López et al, 2022;Suárez et al, 2022;Suárez et al, 2023). Terán (2019) enfatiza la alta aceptación del b-learning entre los estudiantes, resaltando aspectos como las evaluaciones en línea con retroalimentación inmediata, lo cual no solo mejora el aprendizaje, sino que también fomenta la socialización del conocimiento.…”

Examining Course Facilitators’ Perspectives on Online Facilitation for Distance Education

“…Theoretical and Conceptual Perspectives. The factors influencing postgraduate course facilitators' acceptance of online teaching and learning were explored and explained using the technology acceptance models (TAM) created by [14] in order to place the study into the proper theoretical context [15,16]. A modification of TRA "specifically tailored for modeling user acceptance of information systems" is the theory of reasoned action model (TAM) [14].…”

“…Additionally, motivation and affective characteristics may have an impact on how course facilitators behave while using online teaching and learning. Affect is made up of the user's happiness and contentment with past platform use, their attitude towards using technology, and their emotional state [15,16]. On the other side, motivation has to do with how important a task is perceived to be in terms of influencing behavioral intention or action.…”

Understanding the needs of online Learners for Successful Outcome

“…A frequent complaint advanced by non-traditional students (adult working students who may have been away from the educational system for a few years) is that they experience great difficulty in understanding and navigating the online learning management system. Some learners simply lack the level of technical skills required to function effectively in an e-learning environment, which makes acceptance of the technology difficult [11,12]. Institutions therefore need to understand that successful outcome from the learners' perspective will be dependent to a large extent on learners' prior Understanding the Needs of Online Learners for Successful Outcome DOI: http://dx.doi.org/10.5772/intechopen.1000572 experience with online systems and the level of their technical skill.…”