An Empirical Investigation of Student Acceptance of Synchronous E-Learning in an Online University

Kang, Mi Jin; Shin, Won Sug

doi:10.1177/0735633115571921

Cited by 35 publications

(37 citation statements)

References 35 publications

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“…The results of this research support the contention that it is not sufficient to incorporate content into the Moodle platform but that, at the same time, other parallel measures should be taken referring to organisational, methodological and training aspects (Alharbi & Drew, 2014;Kang & Shin, 2015;Mohammadi, 2015;Tarhini, Hone, & Liu, 2014). For all the advantages of the Moodle learning environment for the development of active and flexible learning, the results of this research work coincide with those of other studies in that its use remains mainly administrative for the delivery and collection of student homework; in other words, it is mainly used as a repository for materials and information (Costa et al, 2012).…”

Section: Discussionsupporting

confidence: 64%

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

2019

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Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.

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Section: Discussionsupporting

confidence: 64%

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

2019

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“…For example, the reason there is a lack of ubiquitous use of MobileEdu among users is likely due to their lack of experience with technologydriven learning, ingeniousness, and individual inability in using new technology. Hence, it might be necessary for more institutional support to offer students suitable preparation and opportunities to discover the potential advantages offered by new technology (Kang and Shin, 2015). In addition, it is intuitive to ask whether the use of MobileEdu has a positive correlation with students' learning achievement, as mobile learning technology is extensively embraced in education, especially in developed countries, with the anticipation that it can have such a positive correlation.…”

Section: Discussionmentioning

confidence: 99%

Design, development, and evaluation of a mobile learning application for computing education

et al. 2017

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The study focused on the application of the design science research approach in the course of developing a mobile learning application, MobileEdu, for computing education in the Nigerian higher education context. MobileEdu facilitates the learning of computer science courses on mobile devices. The application supports ubiquitous, collaborative, and social aspects of learning among higher education students. Moreover, the application eases access to learning resources. The paper first describes analysis, design, and implementation activities related to the development of MobileEdu. Also, the paper deliberated on the characteristics and scope of the adherence of MobileEdu to the traits and ideas of design science research. To evaluate MobileEdu in a real-life learning setting, experiment was conducted with 142 third-year undergraduate students in a Nigerian university. Besides the learning achievement of the students using MobileEdu, the study examined the impact of MobileEdu on students' attitudes toward studying in a system analysis and design course. Experimental data were collected from pre-and post quizzes, interviews, and a questionnaire administered to students. The results of the evaluation are encouraging and showed that the MobileEdu application has a potential to improve students' learning achievements. In addition, the pedagogical experiences of students were mostly positive and students' attitudes toward the system analysis and design course through MobileEdu was better than those of students who studied the course via traditional methods. Finally, the study offered suggestions for how to implement effectively a mobile learning-supported course in computing curriculum.

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“…En el caso del e-learning y la formación virtual, en los últimos tiempos se han realizado diferentes trabajos que han aportado algunas ideas sobre el grado de aceptación que despierta en los docentes y algunas de las variables que determinan este grado de aceptación (Park, Nam y Cha, 2012;Alharbi y Drew, 2014;Persico, Manca y Pozzi, 2014;Tarhini, Hone, y Liu, 2014;Valencia, Benjumea, y Rodríguez, 2014;Kang y Shin, 2015;Mohammadi, 2015).…”

Section: Modelo Tam De Aceptación De Las Tecnologíasunclassified

La “Aceptación de la Tecnología de la Formación Virtual” y su relación con la capacitación docente en formación virtual.

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et al. 2018

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Resumen: Se presentan los resultados de una experiencia desarrollada con profesores universitarios de la Universidad Federico Henríquez y Carvajal de República Dominicana, que realizaron una acción formativa sobre las bases pedagógicas de la formación virtual. Se analiza el grado de aceptación, medido a través del modelo TAM formulado por Davis en 1989 y la significación que sobre el mismo tiene el grado de satisfacción mostrado por los docentes hacia la acción formativa. Se presentan datos que apuntalan en modelo TAM, así como la necesidad de establecer planes de formación no centrados tanto en el apartado tecnológico y más en el componente pedagógico. Se muestran los instrumentos utilizados de diagnóstico.Palabras claves: Formación de profesores, TAM, Enseñanza superior, TIC. Abstract:We present the results of an experience developed with university professors of the Federico Henríquez and Carvajal University of the Dominican Republic, who carried out a formative action on the pedagogical bases of the virtual formation. The degree of acceptance, as measured by the TAM model formulated by Davis in 1989, is analyzed and the significance of the degree of satisfaction shown by the teachers towards the formative action is analyzed. We present data that underpin the TAM model, as well as the need to establish training plans that are not focused on the technological section and more on the pedagogical component. The instruments used for diagnosis are shown.

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An Empirical Investigation of Student Acceptance of Synchronous E-Learning in an Online University

Cited by 35 publications

References 35 publications

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

Design, development, and evaluation of a mobile learning application for computing education

La “Aceptación de la Tecnología de la Formación Virtual” y su relación con la capacitación docente en formación virtual.

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