Introducing a learning management system at a Russian university: Students' and teachers' perceptions

Emelyanova, Natalya; Voronina, Elena A.

doi:10.19173/irrodl.v15i1.1701

Cited by 64 publications

(56 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, 20.83% of students found that the use of elearning alongside the physical classrooms has promoted the interaction with other peers, lecturers, and learning content. This outcome is in agreement with the conclusion of Emelyanova and Voronina (2014) that e-learning systems can promote the implementation of the social constructivist learning theory. Elearning can also provide an alternative approach to absorbing a topic.…”

Section: Discussionsupporting

confidence: 91%

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Al-Azawei

Parslow

Lundqvist

2016

AJET

145

157

View full text Add to dashboard Cite

This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to provide flexible learning and improve understanding. Based on TAM, individual differences and perceptions were explored in relationships between learner satisfaction and technology adoption. The model was extended to include e-learning self-efficacy, perceived satisfaction, and learning styles. Although other variables can be integrated, the proposed framework is to investigate the effect of learning styles in predicting satisfaction and BELS acceptance. A total of 210 undergraduate students voluntarily took part in the research. Data was gathered using a survey instrument and the Index of Learning Styles (ILS) Questionnaire. Partial least squares structural equation modelling (PLS-SEM) technique was used to examine the path associated between dependent and independent constructs. Unlike prior TAM literature, this research highlights the integration of perceived satisfaction and technology acceptance in accordance with psychological traits and learner beliefs. Overall, the model achieved an acceptable fit and successfully integrated intention to use (ITU) and perceived satisfaction (PS). However, psychological differences did not indicate positive impacts on learner satisfaction and e-learning adoption.

show abstract

Section: Discussionsupporting

confidence: 91%

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Al-Azawei

Parslow

Lundqvist

2016

AJET

145

157

View full text Add to dashboard Cite

show abstract

“…The SUS score was 74.45, indicating that the part of the system which is addressed to the teachers was sufficiently usable. This finding also shows that students' and teachers' perceptions of LMS usage may vary (Emelyanova & Voronina, 2014). …”

Section: Sus and Educational Software Evaluationmentioning

confidence: 65%

Perceived usability evaluation of learning management systems: Empirical evaluation of the System Usability Scale

Orfanou¹,

Τσέλιος²,

Katsanos³

2015

IRRODL

143

102

View full text Add to dashboard Cite

Perceived usability affects greatly student's learning effectiveness and overall learning experience, and thus is an important requirement of educational software. The System Usability Scale (SUS) is a well-researched and widely used questionnaire for perceived usability evaluation. However, surprisingly few studies have used SUS to evaluate the perceived usability of learning management systems (LMSs). This paper presents an empirical evaluation of the SUS questionnaire in the context of LMSs' perceived usability evaluation. Eleven studies involving 769 students were conducted, in which participants evaluated the usability of two LMSs (eClass and Moodle) used within courses of their curriculum. It was found that the perceived usability of the evaluated LMSs is at a satisfactory level (mean SUS score 76.27). Analysis of the results also demonstrated the validity and reliability of SUS for LMSs' evaluation, and that it remains robust even for small sample sizes. Moreover, the following SUS attributes were investigated in the context of LMSs evaluation: gender, age, prior experience with the LMS, Internet self-efficacy, attitude towards the Internet and usage frequency of the LMS.

show abstract

“…For example, Clauss-Ehlers and Parham (2014) pointed out that universities are being challenged by shifting academic, social, and emotional climates on campuses and that campus stakeholders must navigate continually evolving educational landscapes. Emelyanova and Voronina (2014) emphasized that a key to successful and efficient use of Learning Management Systems is the way that campus stakeholders take advantage of this learning tool. However, we should consider the power of policymaking on and supervision of environmental issues at universities.…”

Section: Introductionmentioning

confidence: 99%

Pro-Environmental Awareness and Behaviors on Campus: Evidence from Tianjin, China

Zhang

Xiong

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

China has promoted green campuses for decades. To better explore the current extent of pro-environmental awareness and behaviors of types of stakeholders (student, faculty members, and administrators) on campus, this study investigated the relationship between pro-environmental awareness and pro-environmental behaviors along with the influences of motivators, barriers, and culture (face (reputation) and group pressure). A questionnaire survey was conducted with a sample of the three types of stakeholders at Tianjin University, one of the largest academic institutions and the earliest to implement green campus development initiatives in China. Structural equation modeling tested a causal model of awareness, behaviors, and other explanatory variables. The results found that pro-environmental behaviors were more likely than awareness and the respondents engaged in private more than in public proenvironmental behaviors. Chinese social and cultural factors influenced proenvironmental behavior, particularly among the administrators, which informs our understanding of the reasons for the awareness-behavior gap. China's universities focus on eco-technology and energy management rather than on dissemination and publicity. The results suggest that advancing a pro-environmental cultural atmosphere and a consistent sustainability policy might significantly foster pro-environmental behaviors on university campuses.

show abstract

Introducing a learning management system at a Russian university: Students' and teachers' perceptions

Cited by 64 publications

References 28 publications

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Perceived usability evaluation of learning management systems: Empirical evaluation of the System Usability Scale

Pro-Environmental Awareness and Behaviors on Campus: Evidence from Tianjin, China

Contact Info

Product

Resources

About