Social Network Sites as a Moderating Factor in E-Learning Platform Adoption: An Extension

Medina, Cayetano; Rufín, Ramón

doi:10.1007/978-3-319-11200-8_21

Cited by 2 publications

(6 citation statements)

References 30 publications

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“…These results coincide with those proposed in previous works, in which Self‐efficacy is not an antecedent of Effort expectancy and Flexibility of Performance expectancy, although in this study the influence of Convenience on Facilitating conditions and Compatibility on Performance expectancy differs. A previous work in the e‐learning area also proves the model's behavior, Medina and Rufín () find a lack of significance of the role of Flexibility in Performance expectancy.…”

Section: Interpretation Of the Resultsmentioning

confidence: 77%

“…These results agree with van Dijk, Peters, and Ebbers (). Previous studies use this modelization for blended learning environments in which the effect of the three antecedents of Intention to use (Effort expectancy, Performance expectancy, and Social influence) is significant (Medina & Rufín, ; Rufín & Medina, ). Finally, Intention to use determines actual Use of the e‐learning platform.…”

Section: Interpretation Of the Resultsmentioning

confidence: 99%

“…The use of SNSs moderates the adoption of e‐learning platforms (Medina & Rufín, ; Rufín & Medina, ) and leads to greater levels of self‐efficacy, self‐esteem, and the students’ social acceptance (Ainin et al., ; Arteaga et al., ; Balakrishnan et al., ). The use of SNSs increases students’ social capital at both the bridging capital and bonding capital level, though each of these has its particularities.…”

Section: Model and Hypothesismentioning

confidence: 99%

“…Social communication tools’ main purpose is to connect participants in virtual training tools. In this line, studies have noted that SNSs (Social Network Sites) can positively affect student involvement in the use of e‐learning platforms (Ainin, Naqushbandi, Moghavvemi, & Jaafar, ), as well as how students’ use of SNS moderates e‐learning platforms’ adoption (Medina & Rufín, ; Rufín & Medina, ).…”

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confidence: 99%

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Social Capital in E‐services Adoption

Rey-Moreno

Molina²

2016

Psychology and Marketing

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Several studies acknowledge social network use's effect on university students' learning process and that effect's moderating role in e-learning platform adoption. In line with Social Capital Theory, this study analyzes the differences in e-learning platform adoption between users of a generic social network, linked to bridging social capital, and users of a study-specific network, connected to the development of bonding social capital. The results show that a studies-linked social network has a more significant moderating effect on the relation between some antecedents of intention to use and effective use of e-learning platforms. Thus, this study advocates for the development and use of studies-linked social networks as a factor favoring the adoption of e-learning platforms.

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Section: Interpretation Of the Resultsmentioning

confidence: 77%

Section: Interpretation Of the Resultsmentioning

confidence: 99%

Section: Model and Hypothesismentioning

confidence: 99%

mentioning

confidence: 99%

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Social Capital in E‐services Adoption

Rey-Moreno

Molina²

2016

Psychology and Marketing

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“…Bajo esta perspectiva, en la fase preparatoria se enfatiza el papel del conocimiento; la fase de segmentación se asocial con la compatibilidad y auto-eficacia; la fase de SOCIOLOGÍA Y TECNOCIENCIA, 7/2 (2017): 73-93 ISSN: 1989-8487 posicionamiento se relaciona con la flexibilidad y aversión a la interacción personal; finalmente, la fase de ejecución se vincula con la confianza, conveniencia y asistencia. Este modelo ha sido empleado en el ámbito de la adopción de plataformas de e-Learning (Medina and Rufín, 2014;Rufín and Medina, 2012).…”

Section: Desarrollo Del Modelounclassified

Twitter, capital social y adopción de e-servicios

Molina¹,

Moreno

2017

Sociotecno

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Resumen: Una vez establecida la relevancia que el uso de los social media pueden presentar en los entornos virtuales de aprendizaje, el presente trabajo profundiza en el análisis del impacto que Twitter puede tener a través de la configuración que permiten de las interacciones sociales. Para ello, el presente trabajo analiza el papel moderador que presenta el uso de Twitter en la adopción de una plataforma de e-Learning, distinguiendo en si la configuración de este se puede vincular con el desarrollo de capital social bonding o bridging. Los resultados alcanzados nos permiten establecer que Twitter modera la relación entre el único antecedente significativo de la intención de uso y del uso efectivo, la expectativa de esfuerzo. Asimismo, no permiten establecer que exista una diferencia significativa en el funcionamiento del modelo en función de emplear un Twitter genérico o un Twitter específico vinculado con la temática del curso.Palabras clave: Medios sociales, UTAUT, eLearning, Twitter, capital social. Abstract:Once established the relevance that the use of social media can be presented in virtual learning environments, the present work deep in the analysis of the impact that Twitter can have through the configuration that allows social interactions. To this end, the present work analyzes the moderating role of the use of Twitter in the adoption of an e-Learning platform, distinguishing in itself the configuration of this can link with the development of social capital that links or bridges. The results achieved in the establishment of Twitter moderates the relationship between the only significant antecedent of the intention to use and the effective use, the expectation of effort. Similarly, there is no difference between the meaning of the difference in the model's functioning and the employment function on Twitter.

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Social Network Sites as a Moderating Factor in E-Learning Platform Adoption: An Extension

Cited by 2 publications

References 30 publications

Social Capital in E‐services Adoption

Social Capital in E‐services Adoption

Twitter, capital social y adopción de e-servicios

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