A task–technology fit view of learning management system impact

McGill, Tanya; Klobas, Jane

doi:10.1016/j.compedu.2008.10.002

Cited by 398 publications

(351 citation statements)

References 52 publications

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“…Therefore, we rely on McGill and Klobas's (2009) conceptualization: these authors operationalize TTF as a multi-faceted measure including the dimensions of ease of use, ease of learning, and information quality. In contrast to the IT support construct, TTF relates to a LMS's functionalities and how suitable they are for supporting the learner (McGill & Klobas, 2009). In contrast, IT support as a construct explicitly refers to how a LMS structures the learning process via IT support (Bitzer et al, 2013;McGill & Klobas, 2009).…”

Section: Determinants Of Faithful Lms Appropriationmentioning

confidence: 99%

“…We do so using the construct of task-technology fit (TTF), which works well for predicting the success of information systems (McGill & Klobas, 2009) and has proven to be an important indicator of faithful appropriation in AST (Dennis, Wixom, & Vandenberg, 2001;Fuller & Dennis, 2009). In a LMS context, TTF refers to learners' requirements to accomplish their specific tasks, their individual skills, and an IT artifact's functionality (Goodhue & Thompson, 1995).…”

Section: Determinants Of Faithful Lms Appropriationmentioning

confidence: 99%

“…The latter refers in our case to the functionalities of the LMS that enable learners to fulfill tasks in the learning domain. Typical tasks might include accessing learning materials, communicating with instructors and other students in discussion forums, or undertaking interactive activities such as quizzes, peer assessments, and other activities that the LMS offers (McGill & Klobas, 2009). Thus, the TTF of a LMS is reflected through dimensions other than the originally developed TTF conceptualization from Goodhue and Thompson (1995); these authors relate TTF to IT-supported decision making and represent it with factors such as quality or locatability (see Goodhue and Thompson (1995) for an overview concerning the eight final factors of TTF).…”

Section: Determinants Of Faithful Lms Appropriationmentioning

confidence: 99%

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2017

THCI

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Abstract:IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the tasktechnology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology-mediated learning processes while also making a practical contribution by deriving implications for LMS application.

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Section: Determinants Of Faithful Lms Appropriationmentioning

confidence: 99%

Section: Determinants Of Faithful Lms Appropriationmentioning

confidence: 99%

Section: Determinants Of Faithful Lms Appropriationmentioning

confidence: 99%

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2017

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“…Based on a 1 to 10 scale. (n = approximately 35, 16, and 9 in 2009, 2010 and 2011, respectively potential technical barriers, but also social ones: interacting with academic content and other students in an online context requires a skillset different from face-to-face interactions (McGill and Klobas, 2009). So while students found the CMSs to be of varying levels of effectiveness, they did not find that they affected the overall rigorousness of the course.…”

Section: Rigor and Uniquenessmentioning

confidence: 99%

Agroecology Education by Bicycle on Two Continents: Student Perceptions and Instructor Reflections

Porter

Runck

Brakke

et al. 2015

Natural Sciences Education

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“…and LMS can be accessed using a web browser. Within the LMS, educational material is processed, stored and disseminated; teaching and learning related administration and communication is supported (McGill & Klobas 2009). A LMS is a high solution package that allows for the delivery and administration of content and resources to all students and employees.…”

Section: Introductionmentioning

confidence: 99%

Human resource development using e-learning for Hungarian agricultural experts

Lengyel¹,

Füzesi²,

Péntek³

et al. 2016

JAI

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A B S T R A C TThis study presents the use of e-learning application for agricultural professionals. In addition to traditional forms of training, and built on it there was necessary to establish a distance learning system (e-learning platform), which was extensive multimedia-based solution for the staff of Central Agricultural Office (CAO), working in different parts of the country and caring different areas. E-learning has been introduced under a projects. The e-learning (distance learning) pilot training of CAO's professionals started at the end of 2009. Our research aims to examine the spread of e-learning applications for further training of agricultural professionals, particularly in the human development of agrotechnical administrative staff and experts. There have never been any surveys about the application of the e-learning system among the agricultural experts. This fact enforced our aim to carry out a research among them. This goal was formulated in 2011, when we conducted a questionnaire survey among the consultants. We repeated the survey in 2015 and this article publish the comparison of results too.

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A task–technology fit view of learning management system impact

Cited by 398 publications

References 52 publications

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Untitled

Agroecology Education by Bicycle on Two Continents: Student Perceptions and Instructor Reflections

Human resource development using e-learning for Hungarian agricultural experts

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