Factors affecting the effectiveness and use of Moodle: students' perception

Damnjanović, Vesna; Jednak, Sandra; Mijatović, Ivana

doi:10.1080/10494820.2013.789062

Cited by 74 publications

(50 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Interactivity exerted a direct influence on perceived satisfaction, which could imply that in the interactivity features of the system would more probably lead to higher level of satisfaction among users. This is consistent with the point proposed by Pituch and Lee (2006) and Damnjanovic et al (2013) On the other hand, multimedia instructions had a negative effect on perceived satisfaction. It is considered that the students' being directed to check the multimedia instruction within the LMS for any simple question addressed in face-to-face sessions might have affected the learners negatively so that they could feel less satisfied with the system.…”

Section: Discussionsupporting

confidence: 81%

“…In an e-learning environment, perceived satisfaction appears as an important indicator of the effectiveness of the instructional methods implemented in the online component of the system, and thus it could emerge as a barrier against the successful implementation of the system (Akkoyunlu & Soylu, 2008;Melton, Graf, & Chopak-Foss, 2009;Paechter, Maier, & Macher, 2010). Several studies reveal that perceived usefulness positively predicts learners' satisfaction with e-learning (Cigdem & Topcu, 2013;Johnson, Hornik, & Salas, 2008;Liaw, 2008) and perceived satisfaction together with perceived usefulness directly affects learners' behavioral intention to use e-learning systems (Damnjanovic et al, 2013;Lee, Cheung & Chen, 2005;Sahin & Shelley, 2008).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The interactivity between students and online resources is (Michailidou & Economides, 2003) and therefore becomes as a decisive element for improving students' positive feelings such as perceived satisfaction (Yukselturk & Yildirim, 2008) and perceived usefulness (Liaw & Huang, 2007). The interactivity within the LMS is claimed to affect learners' perceived satisfaction (Liaw, 2008;Sahin & Shelley, 2008;Šumak, Heričko, & Pušnik, 2011;Sun, Tsai, Finger, Chen, & Yeh, 2008) and use (Damnjanovic et al, 2013;Pituch & Lee, 2006). All these points justify that a system's interactivity is expected to be a significant dimension that possibly affects the learners' adoption or rejection of the system.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Today, one of the most widespread innovations used in e-learning practices is learning management systems (LMSs). There is a substantial increase in the use of the LMSs over the Internet to support teaching and learning activities in higher education institutions (Álvarez, Martín, Fernández-Castro, & Urretavizcaya, 2013;Cigdem & Topcu, 2013;Damnjanovic, Jednak & Mijatovic, 2013;Dutta, Roy, & Seetharaman, 2013;Islam, 2013). The LMSs comprise a broad mixture of features that are possibly utilized to support both distance learning and conventional methods (Islam, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

View full text Add to dashboard Cite

There is a substantial increase in the use of learning management systems (LMSs) to support teaching and learning activities in higher education institutions. Despite their benefits, students use them to a limited extend due to a number of factors influencing behaviors. This study executed a three-tier use model to examine the predictors of students' behavioral intention to use LMSs at a two-year postsecondary military school in Turkey, and the participants consisted of 155 students. The data were collected through an online questionnaire and analyzed through Pearson correlation coefficients and linear regression analyses. Results showed that multimedia instruction had a direct influence on perceived usefulness and perceived ease of use, while interactivity had a direct influence only on perceived satisfaction. Perceived satisfaction was also affected by perceived usefulness and perceived ease of use.Perceived ease of use exerted a direct influence on perceived usefulness, as well. Moreover, perceived usefulness had a great influence on behavioral intention to use LMSs. As a final point, self-efficacy did not take a position in the model due to its insignificant relationships with the other constructs. It is suggested that an increase in the multimedia features and interactivity of the system could lead to higher perceived usefulness and ease of use among learners, and both factors add to learners' perceived satisfaction which in turn increases their engagement.

show abstract

Section: Discussionsupporting

confidence: 81%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Çiğdem

Öztürk

2016

IRRODL

View full text Add to dashboard Cite

show abstract

“…This is in accordance with previous research suggesting the importance of incorporating a variety of tactics to gain learner attention through the use of interesting graphics, animation, or any kind of event that introduces incongruity or conflict (Keller & Suzuki, 2004). In addition, our findings confirm the importance of interactive experience throughout such design that will provide rich sensory experience and responses to learners actions (Damnjanovic et al, 2015;Jovic et al, 2012).…”

Section: Discussionsupporting

confidence: 76%

Factors Affecting Students’ Attitudes towards E-Learning

Jović

Stanković

Neskovic

2017

mng

View full text Add to dashboard Cite

E-learning is becoming a widespread method of gaining knowledge in a global environment. Accessibility and variety of online content encourage more people to get involved in learning from digital resources. However, there has been limited research exploring the factors that could influence students’ attitudes regarding e-learning. In this study, field research was conducted to determine which factors affect students’ attitudes towards e-learning. The questionnaire was developed to collect data about factors that influence attitudes towards e-learning. A total of 286 students were the study cohort. Three factors were identified using principal component analysis: e-learning usefulness, ease of use, and content design. Regression analysis was conducted to determine the strength of the factors influencing attitudes towards e-learning. All factors had a significant influence on attitude towards e-learning. Usefulness of e-learning had the strongest impact on students’ e-learning intention. Our study will contribute to the existing work in this field by emphasizing the importance of perception of content design on attitudes towards e-learning.

show abstract

LMS Use in Primary School as an Internet-Accessible Notice Board

Garyfallidou

Ioannidis

2019

The Challenges of the Digital Transformation in Education

View full text Add to dashboard Cite

Factors affecting the effectiveness and use of Moodle: students' perception

Cited by 74 publications

References 38 publications

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

Factors Affecting Students’ Attitudes towards E-Learning

LMS Use in Primary School as an Internet-Accessible Notice Board

Contact Info

Product

Resources

About