How students and instructors using a virtual learning environment perceive the fit between technology and task

Abstract

Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task-technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task-technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching.

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

“…The proposed research model is in accordance with past efforts that integrated TTF, ECM, and individual learning support (e.g., McGill & Hobbs, 2008;Lin, & Wang, CH., 2012;Cheng, 2014). The study's hypotheses are highlighted in the research model.…”

Development of student and academic staff perceptions of the elements of an online learning environment over time

“…The reported satisfaction rating results presented here support their findings. McGill & Hobbs (2008) also noted the anecdotal evidence that students, being generally younger than staff, appear to have a greater comfort with technology, and hence they also hypothesized that students would, and also found that students did, report a more positive attitude towards OLE use. Generally, the reported importance rating results presented here also support their findings.…”

“…Although Table 6 shows that not all of the observed differences between student and staff mean ratings are statistically significant, there is a measure of coherence in the alignment of the lines, especially in 2004 (Figure 1). McGill & Hobbs (2008), noting the dual (end user and designer) and more complex (compared to students) role played by academic staff when operating in an OLE, and also prior research indicating a negative link between task complexity and user satisfaction, hypothesized that staff would, and found that staff did, report a lower satisfaction than students when using an OLE. The reported satisfaction rating results presented here support their findings.…”

“…Quantitative investigations of staff perspectives are even rarer still (Woods, Baker & Hopper, 2004). Perhaps the least common investigations of all are those that compare the relative perceptions of students and academic staff using the same OLE (McGill & Hobbs, 2008). A review of existing investigations published in the literature that compared student and staff perceptions of OLEs was undertaken.…”

IKT-val támogatott módszerek hatékonysága felnőttek nyelvoktatásában

“…Meglepő egy olyan tanulmány eredménye, amely arról számol be, hogy a tanárok kevésbé voltak elégedettek az általuk létrehozott tanulási környezettel, mint tanulóik (McGill és Hobbs, 2008). Egy másik publikáció tanárokkal és hallgatókkal folytatott interjú alapján szintén arra a következtetésre jutott, hogy a hallgatók sokkal pozitívabban viszonyultak a tanulási környezetekhez, mint a tanárok (Heaton-Shrestha, 2009).…”