Modeling the acceptance of e-learning in mandatory environments of higher education: The influence of previous education and gender

Dečman, Mitja

doi:10.1016/j.chb.2015.03.022

Cited by 211 publications

(235 citation statements)

References 40 publications

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“…They state that voluntariness has been found as a moderator variable rather than a predictor of the information system success. Dečman (2015) using the Unified Theory of Acceptance and Use of Technology (UTAUT) as a model to evaluate the prediction of use and satisfaction of a mandatory e-learning system, found that social influence has a significant influence on behavioral intention to use in mandatory, but not in voluntary settings. Wu and Lederer (2009) found that using technology in a mandatory environment does not predict behavioral intention to use it; therefore, there is no need to encourage the users by extrinsic motivations.…”

Section: Gender Differences In Learners' Attitudementioning

confidence: 99%

Learning Foreign Languages Using Mobile Applications

Gafni¹,

Achituv²,

Rahmani³

2017

InSITE Conference

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Aim/PurposeThis study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, and more specifically in voluntary and mandatory environments. Background Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. MethodologyThe study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application and filled in before and after questionnaires. The other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. The second group answered another questionnaire tailored to more experienced users. The findings were analyzed using IBM SPSS version 22, and a model was examined with Partial Least Squares Structural Equation Modeling. Contribution This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. FindingsMost of the participants found the MALL Duolingo application enhanced the learning process. The gamification characteristics, ease of use, ubiquity and selfLearning Foreign Languages Using Mobile Applications 302 learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. However, some statistically significant differences were found between the groups, referring to the characteristics of the application, among them ubiquity, lack of human feedback and simplicity of use. Recommendations for PractitionersThe research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for ResearchersResearchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is an opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote an...

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Section: Gender Differences In Learners' Attitudementioning

confidence: 99%

Learning Foreign Languages Using Mobile Applications

Gafni¹,

Achituv²,

Rahmani³

2017

InSITE Conference

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“…Throughout the world, higher learning institutions (HLIs) are increasingly turning to e-learning to support and enhance their learning and teaching activities (Decman, 2015;Glenn, 2008). In this study, e-learning connotes for all kinds of electronically supported learning (whether in networked/non-networked environments) where the learner interacts with teachers, content, and other learners regardless of place and time (Brown 2003;Sangra, Vlachopoulos & Cabrera, 2012).…”

Section: Introductionmentioning

confidence: 99%

Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

Kisanga

2016

IRRODL

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This survey research study presents the findings on determinants of teachers' attitudes towards elearning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling. Questionnaires and documentary review were used in data collection. Data were analysed using statistical package for the social sciences (SPSS). Chi-square was performed to examine the association of variables.It was found that teachers have positive attitudes towards e-learning where computer exposure played a statistically significant contribution to their attitudes. It is recommended that training in e-learning needs to be provided to teachers to widen their understanding of e-learning. There is also a need to strengthen factors associated with teachers' positive attitudes towards e-learning. Results from this study are of particular importance to both teachers and the education stakeholders in Tanzania.

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“…The positive outcomes of elearning, especially web-based learning in teaching international students in Russia were highlighted by Yanuschik et al [17]. Dečman [7] tested and evaluated the applicability of the Unified Theory of Acceptance and Use of Technology (UTAUT) in a specific mandatory e-learning environment in higher education in Slovenia. His research has shown that a student's gender and previous education influence the acceptance and use of ICT in learning.…”

Section: Previous Researchmentioning

confidence: 99%

“…Action research is a systematic process of observation and description, planning, action, reflection, evaluation, modification, where a combination of action and research can provide new insights for improving the quality of educational practices [4,11]. Although previous research has clearly proven the advantage of action research and e-learning over traditional learning [1,7,17], the effectiveness of e-learning in operational research topics, such as linear programming methods, have not been investigated adequately to date. Besides addressing this gap, this paper also aims to analyze the manner in which different linear programming methods are incorporated by students in an e-learning environment.…”

Section: Introductionmentioning

confidence: 99%

Research and evaluation of the effectiveness of e-learning in the case of linear programming

Miletić

Lešaja

2016

Croat. Oper. Res. Rev.

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Abstract. The paper evaluates the effectiveness of the e-learning approach to linear programming. The goal was to investigate how proper use of information and communication technologies (ICT) and interactive learning helps to improve high school students' understanding, learning and retention of advanced non-curriculum material. The hypothesis was that ICT and e-learning is helpful in teaching linear programming methods. In the first phase of the research, a module of lessons for linear programming (LP) was created using the software package Loomen Moodle and other interactive software packages such as Geogebra. In the second phase, the LP module was taught as a short course to two groups of high school students. These two groups of students were second-grade students in a Croatian high school. In Class 1, the module was taught using ICT and e-learning, while the module was taught using classical methods in Class 2. The action research methodology was an integral part in delivering the course to both student groups. The sample student groups were carefully selected to ensure that differences in background knowledge and learning potential were statistically negligible. Relevant data was collected while delivering the course. Statistical analysis of the collected data showed that the student group using the e-learning method produced better results than the group using a classical learning method. These findings support previous results on the effectiveness of e-learning, and also establish a specific approach to e-learning in linear programming.

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Modeling the acceptance of e-learning in mandatory environments of higher education: The influence of previous education and gender

Cited by 211 publications

References 40 publications

Learning Foreign Languages Using Mobile Applications

Learning Foreign Languages Using Mobile Applications

Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

Research and evaluation of the effectiveness of e-learning in the case of linear programming

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