Learning styles and acceptance of e-learning management systems: an extension of behaviour intention model

Lu, Hsin-Ke

doi:10.1504/ijmlo.2012.050044

Cited by 11 publications

(10 citation statements)

References 25 publications

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“…The impact of learning style on e-learning adoption has been found in prior research (Ford & Chen, 2000;Lu, 2012). For example, Magoulas, Papanikolaou and Grigoriadou (2003) examined the influence of learning style on adaptation of web-based learning systems.…”

Section: Learners' Characteristicsmentioning

confidence: 89%

Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

Karimi

2016

Computers in Human Behavior

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a b s t r a c tThis paper aims to identify individual characteristics that motivate learners to use mobile-learning. It sheds light on our current knowledge by a) examining an m-learning adoption model which accounts for learners' characteristics (learning style and personal innovativeness) in addition to previously studied mobile platform characteristics and b) considering the context in which learning occurs (formal and informal). A framework has been introduced and empirically tested. Results suggest that individuals' learning style and perceived playfulness influence m-learning usage in both learning situations; while performance expectancy and personal innovativeness are only influential in specific learning contexts. This study highlights the role of learners' characteristics in m-learning adoption and emphasizes the importance of distinguishing between various types of m-learning. This multi-disciplinary research enriches m-learning literature and offers practical implications for educators using mobile technologies as well as developers of virtual learning platforms.

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Section: Learners' Characteristicsmentioning

confidence: 89%

Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

Karimi

2016

Computers in Human Behavior

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“…In the context of this study, attitude refers to the measure of a student's favorable or unfavorable appraisal or evaluation of the behavior in question (Ajzen, 1988). Thus, the attitude impacts student' intention to accept BL, which in turn influences their actual deployment of BL (Lu, 2012). Accordingly, when students form positive attitude toward BL, they possess a stronger intention toward accepting BL, and they are more likely to deploy BL (Valtonen et al, 2015).…”

Section: Attitudementioning

confidence: 99%

“…Although, TPB has been adopted by prior e-learning studies (McKinnon and Igonor, 2008;Lee, 2010;Cheon et al, 2012;Lu, 2012;Tagoe;Abakah, 2014;Valtonen et al, 2015), very few studies have employed the TPB in investigating students' acceptance of BL deployment in Malaysia. Hence, the TPB was employed in this study to conceptualize and develop the proposed model to evaluate the critical predictors that determine students' acceptance and deployment of BL.…”

Section: Intentions and Actual Usementioning

confidence: 99%

Predictors of blended learning deployment in institutions of higher learning: theory of planned behavior perspective

Anthony

Kamaludin

Romli

et al. 2020

IJILT

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PurposeBlended learning (BL) has been increasing in popularity and demand and has developed as a common practice in institutions of higher learning. Therefore, this study develops a model to evaluate the critical predictors that determine students' acceptance and deployment of BL in institutions of higher education based on the theory of planned behavior (TPB).Design/methodology/approachThe empirical analysis entails data collected from 1,811 responses from an online survey questionnaire from students in Malaysian universities, colleges and polytechnics. Partial least square–structural equation modeling (PLS–SEM) was employed for data analysis.FindingsThe results reveal that the attitude, subjective norm, perceived behavioral control and self-efficacy were found to influence students' intention to accept BL. Moreover, results suggest that the intention of students to accept BL approach is significantly influenced by actual BL deployment.Research limitations/implicationsData were collected from students in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explored BL deployment in a Malaysian perspective.Practical implicationsFindings from this research not only add scientific evidence to BL literature but also provide a better understanding of the predictors that may motivate or discourage learners to deploy BL in institutions of higher learning.Social implicationsRespectively, findings from this study aid students to acquire and apply knowledge on how to effectively improve BL initiatives in learning activities.Originality/valueThis study is one of the fewer studies that investigate students' behavioral intentions toward BL deployment in Malaysia. Additionally, this study contributes to the understanding of the predictors that influence students' intention to accept and deploy BL in their respective institutions.

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“…Among the researches, individual difference has been considered as an important factor. A lot of them focused on demographic individual difference but more studies have proved cognitiveoriented individual difference to be a dominant factor [2,13]. In this study, 182 EFL students who have used Moodle Reader System were divided into two clusters, Teacher-Involved and Learner Autonomy clusters.…”

Section: Resultsmentioning

confidence: 99%

“…Lu and Lin (2012) indicated that Learning Style and Teaching Style also have significant effects on students' behaviors and acceptance toward the learning management systems [2]. Lu et. al (2012) further indicated that previous studies have focused on teaching styles from teachers' perspective instead of students' and they have had teachers, instead of students, responding to their surveys.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Perceived Teaching Style on Behavioral Intention toward Moodle Reading System

Lin

Lu²,

Fan³

2014

Int. J. Emerg. Technol. Learn.

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The advances of information technology have significantly changed ways of teaching and learning in education. Compared to Computer Aided Instruction (CAI), Computer Aided Learning (CAL) is student-centered and has become one of the popular ways in learning in different fields. As we all know, the Internet has been commonly used, and a variety of e-learning systems and materials have been designed and applied in schools. Researchers have applied theoretical models, such as TAM, TPB and UTAUT to explore individuals’ adoption and acceptance of technologies. In some researches, demographic individual difference has been proposed as an essential factor in adopting technologies. However, more studies have examined cognitiveoriented individual difference, especially Learning Style and Teaching Style, for users’ acceptance toward system usage. In this study, we explored how Perceived Teaching Style affects ESL/EFL (English as a Second/Foreign Language) students’ adoption of the Moodle Reader System by using a revised TAM. Our results indicated that the ways how Perceived Ease to Use (PE) relates to Perceived Usefulness (PU) from the two Perceived Teaching Style clusters are different. This is valuable information for English course designers or instructors when they consider incorporating e-learning projects into their curriculum. It is also useful for system designers for developing their new learning management systems. For future studies, both Learning Style and Teaching Style will be examined to find out the relationship between the two factors and how they influence system users’ acceptance toward the learning management platform.

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Learning styles and acceptance of e-learning management systems: an extension of behaviour intention model

Cited by 11 publications

References 25 publications

Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

Predictors of blended learning deployment in institutions of higher learning: theory of planned behavior perspective

Exploring the Impact of Perceived Teaching Style on Behavioral Intention toward Moodle Reading System

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