Motivation factors and barriers to the continuous use of blended learning approach using Moodle: students' perceptions and individual differences

Sabah, Nasser M.

doi:10.1080/0144929x.2019.1623323

Cited by 49 publications

(63 citation statements)

References 104 publications

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“…In consistent with previous research [24], [53], [54], the findings of this study can be clarified theoretically that the usability factors of TAM (PEOU & PU) are cognitive belief related to post-users' perceptions and mainly determined by their prior experiences in using SVL. While the laboratory learning objectives (INSTR & CI) play a central role in the model, mediating the cognitive belief into use outcomes.…”

Section: Discussionsupporting

confidence: 90%

Performance Impact of Simulation-Based Virtual Laboratory on Engineering Students: A Case Study of Australia Virtual System

Altalbe

2019

IEEE Access

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Practitioners of virtual laboratory confront issues on how to fulfill individuals' needs, motivate them to participate and use the tools, and to enhance their performance using virtual tools. Therefore, this study aims at examining the effects of usability and learning objective factors in evaluating students' performance impact from using virtual laboratory. The study proposes a theoretical model based on usability factors of technology acceptance model (perceived ease of use and perceived usefulness) and laboratory learning objectives (instruments, creativity and innovation) to capture the entire patterns of students' perceptions and use outcomes from using the simulation-based virtual laboratory. The study collected survey data from 116 first year Electrical Engineering students from the University of Queensland in Australia, reflecting their personal experience in using virtual laboratory tools. Partial least square approach using structural equation modeling technique (PLS-SEM) was used for statistical analysis and model testing. The results confirm that the proposed model provides a comprehensive understanding of students' perceptions and the understudy factors were truly significant in reflecting their performance impact from using such laboratory tools. More specifically, instrumentation and perceived usefulness of virtual laboratory were found to be the most significant influencing factors that have impacts on students' performance. Also, the findings shed light on the mediation roles of laboratory learning objectives between usability factors and use outcomes. Overall, this study contributes to literature by demonstrating the beneficial use of laboratory learning objectives in creating realistic and credible simulation tool, that can expedite the learning process and foster students' learning outcomes.

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Section: Discussionsupporting

confidence: 90%

Performance Impact of Simulation-Based Virtual Laboratory on Engineering Students: A Case Study of Australia Virtual System

Altalbe

2019

IEEE Access

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“…This approach offers students the possibility of accessing knowledge, peer interaction, and a flexible way to learn virtually anytime and anywhere. At the same time, it increases students' learning motivation by encouraging them to take more responsibility for their learning, establishing a joint responsibility for both instructors and students in the learning process, and yet, this yields more challenges to students [13].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Consequently, both PEOU and PU are considered as the key determinants that drive individuals to use a system [55]. However, in the post-adoption stage, post-users with significant experience pay more attention to PU than PEOU [13]. The aforementioned aspects drive students to use the e-learning system.…”

Section: A Usability Dimensionmentioning

confidence: 99%

Antecedents of Actual Usage of e-Learning System in High Education During COVID-19 Pandemic: Moderation Effect of Instructor Support

Altalbe

2021

IEEE Access

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The rapid full utilization of e-learning system during the coronavirus disease 2019 pandemic rises multiple challenges to practitioners and instructors -e.g., how to attain students' needs and to increase their engagement with the system. Therefore, this study aims to examine the factors that influence students' actual usage of e-learning system during the pandemic from three different dimensions (i.e., usability, interaction, and quality) and also to explore the interaction effects of instructor support on the three main dimensions identified above. This study adopted a quantitative research method and collected the survey data from 160 undergraduate students enrolled in two courses at King Abdulaziz University in Saudi Arabia, reflecting their individual experience with the system usage. Regression analysis and model assessment were tested using SmartPLS with the partial least square-structural equation modeling. The findings confirm the positive effects of the three dimensions on the e-learning usage in both models (direct effects and interaction effects). The quality dimension stands as the most significant driving force among the three dimensions. Furthermore, the findings show that instructor support positively moderates the relationship between the quality dimension and students' usage of e-learning, while it has insignificant negative interaction effects on both usability and interaction dimension. This research sheds light on relevant factors within different dimensions for effective use of e-learning system, also offers new insights to academicians and practitioners to further provide more appropriate mechanisms likely to drive students' usage of e-learning. The theoretical and practical implications are also drawn.

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“…O modelo proposto e adaptado de Sabah (2019), visto na Figura 1, ilustra a Atitude no Uso do Blended Learning como uma função de diferentes fatores-chave relacionados às características individuais dos alunos (Autoeficácia e Controle Comportamental Percebido), elemento cultural (Normas Subjetivas), motivações extrínsecas (Motivações Controladas, Utilidade Percebida), motivações intrínsecas (Facilidade de Uso Percebido, Motivações Autónomas, Satisfação Percebida) e características do Blended Learning. Neste modelo não foram utilizados os construtos Ansiedade e Intenção de Continuar Utilizando, pois a Ansiedade representa uma situação de medo em não realizar uma determinada atividade, levando a uma preocupação ou expectativa excessiva, o que não se aplica ao perfil do grupo pesquisado, tendo em vista que o sistema de avaliação busca prestigiar na composição das notas as atividades que são realizadas em sala de aula presencial.…”

Section: Construção Do Modelo Teóricounclassified

“…Para este fim, foi utilizado como base o modelo adaptado de Sabah (2019) que integrou a teoria da Technology Acceptance Model (TAM) de Davis (1986), Theory of Planned Behaviour (TPB) de Ajzen (1985), Self-Determination Theory (SDT) de Deci e Ryan (1985) e outros fatores específicos, além das características do Blended Learning (Flexibidade Percebida, Aprendizagem Colaborativa, Metodologia de Aprendizagem e Aprendizagem Autorregulada) para fornecer explicações em relação à atitude frente ao uso do BL.…”

Section: -Introduçãounclassified

A influência dos fatores que estimulam os estudantes universitários em relação à atitude frente ao uso da abordagem do Blended Learning

Pardim

Pinochet

Souza

2020

Rev. Inter. Educ. Sup.

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Este artigo se propõe investigar a influência dos fatores que estimulam os estudantes universitários em relação à atitude frente ao uso da abordagem do Blended Learning (BL). O estudo foi realizado em uma Instituição de Ensino Superior particular localizada na Cidade de São Paulo em cursos de graduação. O modelo proposto foi adaptado de Sabah (2019) em um survey (n= 532). A pesquisa apresenta abordagem quantitativa e emprego de Modelagem de Equações Estruturais. Os resultados indicaram que apenas 3 das 25 hipóteses formuladas não foram sustentadas tendo em comum o construto Utilidade Percebida. Diante disso, verificou-se a não obrigatoriedade das atividades on-line, cabendo ao professor apontar a importância do acesso aos materiais antes das aulas, bem como bem como empregar as metodologias ativas; aos tutores estarem à disposição quando demandados e estimular a conscientização da importância das atividades on-line, e, aos colegas de curso para que reconheçam a importância das discussões on-line no processo de aprendizagem. Por fim, os alunos que demonstraram “alta intensidade” em gostar do AVA possuem maior facilidade em perceber as características do BL. Este efeito, também ocorreu na média intergrupal do domínio técnico do AVA (baixo e alto domínio).

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Motivation factors and barriers to the continuous use of blended learning approach using Moodle: students' perceptions and individual differences

Cited by 49 publications

References 104 publications

Performance Impact of Simulation-Based Virtual Laboratory on Engineering Students: A Case Study of Australia Virtual System

Performance Impact of Simulation-Based Virtual Laboratory on Engineering Students: A Case Study of Australia Virtual System

Antecedents of Actual Usage of e-Learning System in High Education During COVID-19 Pandemic: Moderation Effect of Instructor Support

A influência dos fatores que estimulam os estudantes universitários em relação à atitude frente ao uso da abordagem do Blended Learning

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