Students’ Perception towards Lecture Capture based on the Technology Acceptance Model

Khee, Chew Meow; Wei, Goh Wei; Jamaluddin, Shamsul Azwan

doi:10.1016/j.sbspro.2014.01.1445

Cited by 16 publications

(13 citation statements)

References 14 publications

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“…However, such findings do not imply that PEU can be overlooked in the design of CALL platforms. In this regard, Khee et al (2014) suggested that users' familiarity with the system should be the main concern when considering PEU in platform design. Further research in this vein would do well to include learners' familiarity with the system as a factor in the SEM to examine its relationship with the other variables.…”

Section: Discussionmentioning

confidence: 99%

“…In the same vein, the TAM is also acknowledged as an appropriate tool to assess users' acceptance of e-learning (Park, 2009), which remains an important field of study despite differences across cultures (Venkatesh & Zhang, 2010). As mentioned above, users' PU and PEU are the two cognitive constructs considered vital in their uptake of technology (Khee, Wei, & Jamaluddin, 2014;Mah & Er, 2009;Wu & Wang, 2005) or technology-based learning (Albirini, 2006;Park, 2009). PU reflects the degree to which the user believes a particular technology can assist his/her job performance or learning, whereas PEU reflects the user's beliefs regarding the effort required to use the technology.…”

Section: The Technology Acceptance Modelmentioning

confidence: 99%

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An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training

Hsu

2015

Computer Assisted Language Learning

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This study aims to explore the structural relationships among the variables of EFL (English as a foreign language) learners' perceptual learning styles and Technology Acceptance Model (TAM). Three hundred and forty-one (n D 341) EFL learners were invited to join a self-regulated English pronunciation training program through automatic speech recognition (ASR) computer system. Participants were asked to actively undertake the interactions with ASR-based computer-assisted pronunciation training (CAPT) on a daily basis for three months. They were directed to finish a questionnaire on their perceptual learning style and technology acceptance. The collected data were analysed with descriptive statistics and structural equation model to investigate the structural relationships. Results show that most participants were visual learners; furthermore, no significant relationship between any type of perceptual learning style and perceived usefulness was discovered. Visual style as well as kinaesthetic style was found to be significantly influential to perceived ease of use which further significantly led to perceived usefulness. Perceived usefulness was significantly related to attitude of using the system that was decisive to EFL learners' continuing use of ASR-based CAPT.

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Section: Discussionmentioning

confidence: 99%

Section: The Technology Acceptance Modelmentioning

confidence: 99%

An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training

Hsu

2015

Computer Assisted Language Learning

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“…Introduced by Davis *Corresponding Author www.ijacsa.thesai.org (1989), TAM was an evolution of the "Theory of Reasoned Action" [13]. TAM is a blueprint for how it will be adopted and used by technology users [17]. Another opinion said that TAM gave a recommendation when people use new technology for their activity based on usefulness and ease to use, this recommendation will influence their decision, accepting or rejecting it [18].…”

Section: A Technology Acceptance Modelmentioning

confidence: 99%

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Masril¹,

Ambiyar²,

Jalinus³

et al. 2021

IJACSA

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Acceptance of robotic technology in education is a crucial issue in the revolution industry 4.0 era. This study aims to explore the acceptance of Lego Mindstorms Ev3 as one kind of robotic technology by the teachers as a learning resources that can develop teachers and student's skills. The Technology Acceptance Model (TAM) was introduced by using questionnaires. The questionnaires were responded by 22 elementary school teachers who have experiences with Lego Mindstorms ev3 kits in a workshop. The data was carried out by presenting descriptive statistics, correlation, and regression analyses. Based on the acceptance testing of Lego Mindstorms Ev3 with the TAM model, the result showed that subjective norms (SN) and self-efficacy (SE) as external variables were effective on the acceptance of Lego Mindstorms Ev3 as a learning tools by teachers. Teacher's SN have a positive correlation with perceived usefulness (PU), perceived ease to use (PE), and behavioral intention to use (BI). Teacher's self-efficacy were significant in predicting PE and BI. PU and PE had a positive effect on Attitude toward using Lego Mindstorms Ev3 by teachers, and it continued to use. Finally, most teachers have shown positive reactions to Lego Mindstorms Ev3 as educational tools.

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“…Mesela, DYS'den önce sınıftaki sunumlarda sadece konudan önceki sorular oluyordu, videolar oluyordu, görseller oluyordu ve hani, hocayı dinlemek tartışmak zorundaydın, not almak zorundaydın. (Khee, Wei ve Jamaluddin, 2014;Elliott ve Neal, 2016;Evans ve Luke, 2020). Öğrencilerin derslerde tanıtıldıklarında zorlayıcı buldukları materyallerin, bağımsız çalışılmasını ve anlaşılmasını desteklemek ve uluslararası öğrenciler ve özel öğrenme ihtiyaçları olan öğrenciler için özellikle değerli olduğunu vurgulamaktadırlar (Elliott ve Neal, 2016).…”

Section: öğRencilerin Dys'nin Kullanımı İle İlgili Kısıtlılıklara İlişkin Görüşleriunclassified

Yükseköğreti̇mde Ders Yakalama Si̇stemi̇ni̇n Kullaniminin Öğrenci̇ Açisindan İncelenmesi̇

Uslu

Mumcu

Üstünlüoğlu

2020

Eğitim Teknolojisi Kuram Ve Uygulama

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Due to changing needs at global and national level, there are currently greater than ever expectations from technology-enhanced teaching approaches. To meet these expectations, universities have been experimenting with different teaching approaches and applications. One of these approaches and applications is Lecture Capture (LC). LC is used to enable students to access their lectures both synchronously and asynchronously, and to use them in a way that best meets their needs. The aim of this study is to identify the current situation at a university in which the lecture capture approach is in use, by investigating students' perceptions on three areas of the LC system: its usefulness, its purpose, and its constraints/difficulties. Results indicated that students find LC approach functional and useful, especially for reviewing the content before exams, and making up for missed classes. The results also showed that the most commonly perceived constraint was technical problems in accessing the videos. The study suggests that further research should focus on pedagogical values of technology-enhanced teaching approaches.

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Students’ Perception towards Lecture Capture based on the Technology Acceptance Model

Cited by 16 publications

References 14 publications

An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training

An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Yükseköğreti̇mde Ders Yakalama Si̇stemi̇ni̇n Kullaniminin Öğrenci̇ Açisindan İncelenmesi̇

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