Influence of Prior Knowledge, Attitudes, Ability, and Activity Structure on Students' Learning and Use of Software

Tolhurst, Denise; Debus, Raymond L.

doi:10.2190/12b7-rag9-9qur-61k6

Cited by 8 publications

(3 citation statements)

References 38 publications

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“…Contextual factors-such as age, gender, learning style, degree programmes and previous knowledge of computers-assumed to influence students' perceptions (Mitra et al, 2000;Nachmias & Shany, 2002) were found to exert minor influence. This result has been verified in other studies (Lu et al, 2002;Tolhurst & Debus, 2002) and suggests a strong need for closer study of models of implementation and an exploration of their underlying theoretical frameworks.…”

Section: Introductionsupporting

confidence: 74%

Virtual learning environments: three implementation perspectives

Keller

2005

Learning, Media and Technology

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Universities worldwide offer web-based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented: implementation as technology acceptance, implementation as diffusion of innovations and implementation as a learning process. These perspectives focus on the VLE as an information system within an organization, the university. The models reviewed offer an important complementary perspective to the pedagogical view of instructional design. The three implementation perspectives are compared and a conclusion is made concerning their implications of successful use and implementation of VLEs.

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Section: Introductionsupporting

confidence: 74%

Virtual learning environments: three implementation perspectives

Keller

2005

Learning, Media and Technology

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“…McIntyre and Wolff (1998) mentioned that "One of the interaction forces in a web environment is the ability to capture, providing quick and imperative interaction and feedback to the students". It is worth mentioning that some studies used the technology acceptance model in initial or extended version (Ong, Lai, &Wang, 2004;Drennan, Kennedy, & Pisarki, 2005;Saadé & Bahli, 2005;Ngai, 2007), while other studies depended on statements of teams that are focus on the added value and the level of computer use in education (Mitra, Lenzmeier, Steffensmeier, Avon, Qu, N., Hazen, 2000;Shuell & Farber, 2001) and other studies used literature model that are related to the online meetings (Bures, Amundsen, & Abrahmi, 2002) and the use of hypermedia (Tolhurst & Debus, 2002).…”

Section: Information Technology (Variable α3)mentioning

confidence: 99%

Critical Factors for the Success of Web-Based Learning

Kazanidis

Valsamidis

Kontogiannis

et al. 2021

International Journal of Web-Based Learning and Teaching Technologies

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Success is the main purpose in any entity. So, in any educational institute, the education offered must be successful. It seems that some factors are critical to achieve it. Web Based Learning (WBL) has some specific factors which are studied in this paper. These factors are the characteristics of Instructors, Students, Information and Communication Technology (ICT) and ICT used by school Support. In this perspective, the research purpose of this study is to present, investigate and assess the factors that influence and lead to successfully use the Web Based Learning. It also studies the dependence of the proposed five factors and their interrelationships. The results based on a structured questionnaire which was distributed and completed in a Greek university. Both exploratory and confirmatory factor analyses were used.

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“…Keller and Cernerud [2002] found the degrees of perceived usefulness and ease of use among students to be highly dependent on organizational factors connected to the implementation of the virtual learning environment. Tolhurst and Debus [2002] concluded that students' acceptance of online learning was influenced by epistemological belief inherent in the school culture and gender. Legris et al [2003], in a critical review and meta-analysis of the TAM, concluded: -TAM is a useful model, but has to be integrated into a broader one, which would include variables related to both human and social change processes, and to the adoption of the innovation model‖ [Legris et al 2003, p. 191].…”

Section: Introductionmentioning

confidence: 99%

User Acceptance of Virtual Learning Environments: A Case Study from Three Northern European Universities

Keller¹

2009

CAIS

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Virtual learning environments have in recent years become an important tool in higher education, in distance learning as well as on campus. This study analyzes factors influencing acceptance of virtual learning environments among academic staff and students in blended learning environments. Two research questions guided the study: (1) How do organizational and individual factors influence the acceptance of virtual learning environments among academic staff and students? (2) What are the implications for practice in order to create good prerequisites for acceptance of virtual learning environments? The study was performed as a comparative, explanatory case study at three universities providing master education of public health in Sweden, Norway and Lithuania. The findings of the case study showed that the contextual factor of culture was powerful in influencing acceptance of virtual learning environments, positively as well as negatively. High degrees of performance expectancy, results demonstrability and social influence affected acceptance of virtual learning environments positively. The degree of social influence was hypothesized to be transferred by the contextual factor of culture. The organizational culture of universities, expressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the virtual learning environment. Implications for practice are put forward, emphasizing culture as an important factor to consider in the implementation of virtual learning environments.

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Influence of Prior Knowledge, Attitudes, Ability, and Activity Structure on Students' Learning and Use of Software

Cited by 8 publications

References 38 publications

Virtual learning environments: three implementation perspectives

Virtual learning environments: three implementation perspectives

Critical Factors for the Success of Web-Based Learning

User Acceptance of Virtual Learning Environments: A Case Study from Three Northern European Universities

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