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M-learning is gaining popularity in formal and informal education, both in developed and developing countries. Specifically it can be an effective tool to overcome digital divide in developing countries. The success of m-learning at tertiary level depends on the perception of students towards this form of learning. A scientific approach was used in this study to explore the critical factors responsible for m-learning adoption among university students. The findings of this study, based on 628 valid survey responses, have both theoretical and practical implications for researchers and policy-makers. 相似文献
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Online learning (eLearning) has become a global phenomenon as many organizations and educational institutions worldwide have entered the field in an attempt to enhance the students' experience of learning. While numerous studies have focused on the effectiveness and benefits of eLearning, few have focused on understanding and measuring the user experience and relating this to the actual student usage of the eLearning system. This study addresses this gap by conceptualizing and measuring the eLearners' experience from two integrated perspectives: (1) the learners' affective perceptions using the flow model and (2) the learners' technology acceptance using the Technology Acceptance Model. The integrated perspective proposes that the users' acceptance and the affective responses toward a particular system are two important factors in determining the users' intentional and actual behaviors, which in turn, influence user participation and engagement with the system. The data was collected in 2004 directly from 964 students using a Web‐based eLearning system called CECIL ( http://www.cecil.edu ) at the University of Auckland. The conclusions drawn from the results of the study using a structural equation model support the use of the integrated model for investigating eLearner behavior. The research implications of our findings are discussed. 相似文献
83.
Considering the increasingly ubiquitous and frequent use of Facebook among college students, this study sought to explicate and unravel the salient determinants of Facebook use. Specifically, the main goal was to ascertain the factors influencing Collège d'enseignement général et professionnel (CEGEP) students’ Facebook use, for which a structural equation model was proposed to examine the relationships between constructs affecting this process. Using a recently proposed extended technology acceptance model, Dhammic Technology Acceptance Model (DTAM) for Facebook use, proposed by Teo and Jarupunphol [2015. Dhammic technology acceptance model (DTAM): Extending the TAM using a condition of attachment in Buddhism. Journal of Educational Computing Research, 52(1), 136–151. doi:10.1177/0735633114568859], we present results of the study using 233 completed survey data from a sample of CEGEP students in Montreal, Quebec. The DTAM was originally tested using a sample of Thai university students; this leads to a natural question as to whether this extended Technology Acceptance Model (TAM) model holds in a Western sample. The findings from the present study support the validity of the DTAM for explicating Facebook use, and add empirical evidence to the DTAM, according to which the condition of attachment exerts influence on Facebook use. The paper concludes with a discussion of the implications, limitations, and future extensions of the study. 相似文献
84.
Dimensions of Perceived Usefulness: Toward Enhanced Assessment 总被引：1，自引：0，他引：1
Raafat George Saadé 《Decision Sciences Journal of Innovative Education》2007,5(2):289-310
Students' perceptions about the use of online learning tools have been shown to vary among studies. Their perceptions may have a profound impact on performance in the course and subsequent behavior toward continued use. This article presents a theoretical framework to identify three dimensions of perceived usefulness, namely, performance‐related outcome expectations, personal‐related outcome expectations, and intrinsic motivation. Based on the technology acceptance model (TAM), a new expanded model is proposed to capture more details about students' perceptions of an online learning tool. I also examine the relationships of these three dimensions with perceived ease of use, attitudes, and behavioral intentions to use in the context of online technologies used as an integral component of the course requirements. My findings demonstrate the utility of the expanded TAM to distinguish between the influences of the three proposed dimensions. Results also show that, within the context of this study setup, intrinsic motivation had the most influence on intentions and perceived ease of use of the learning tool had relatively little importance. Limitations and implications are offered. 相似文献
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For over a decade, researchers have devoted much effort to construct theoretical models, such as the Technology Acceptance Model (TAM) and the Expectation Confirmation Model (ECM) for explaining and predicting user behavior in IS acceptance and continuance. Another model, the Cognitive Model (COG), was proposed for continuance behavior; it combines some of the variables used in both TAM and ECM. This study applied the technique of structured equation modeling with multiple group analysis to compare the TAM, ECM, and COG models. Results indicate that TAM, ECM, and COG have quite different assumptions about the underlying constructs that dictate user behavior and thus have different explanatory powers. The six constructs in the three models were synthesized to propose a new Technology Continuance Theory (TCT). A major contribution of TCT is that it combines two central constructs: attitude and satisfaction into one continuance model, and has applicability for users at different stages of the adoption life cycle, i.e., initial, short-term and long-term users. The TCT represents a substantial improvement over the TAM, ECM and COG models in terms of both breadth of applicability and explanatory power. 相似文献
88.
基于TAM的虚拟团队信息沟通技术采纳模型研究 总被引：2，自引：0，他引：2
选择适用的信息技术是虚拟团队实现有效沟通的关键。本文以“技术采纳模型”为基础,以适用性为切入点,分析虚拟团队采纳信息沟通技术的特征,构建虚拟团队的信息沟通技术采纳模型。该模型可作为虚拟团队采纳信息沟通技术的参考线路图,亦可用于虚拟团队信息沟通技术的适用性分析。 相似文献
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基于TAM(技术接受模型),引入TOE(技术-组织-环境模型)的要素,结合移动税务推广情况,构建企业移动税务采纳影响因素的理论模型,并以武汉、南京两地企业为对象展开问卷调查。实证检验表明,政府压力、感知易用性、市场竞争压力、人力资源投入、第三方推动、感知有用性、信息技术基础设施是影响企业采纳意向的重要因素。最后,根据研究结果得出提高企业移动税务采纳水平的建议。 相似文献
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技术接受模型研究综述 总被引：2，自引：0，他引：2
技术接受模型已成为国内外学者研究的热点理论之一.文章以不同时期学者的研究重点为依据,概括总结了技术接受模型的演化过程,将技术接受模型研究划分为三个阶段:以模型框架为研究重点和以模型内部因素为研究重点、以向模型中引入新理论为研究重点,并对典型研究进行了综述,分析了这种演化的原因。最后,对技术接受模型研究的趋势进行了探讨,提出了技术接受模型跨学科、聚焦特殊人群、结合新理论和重点转移的发展趋势。 相似文献