An Empirical Investigation of Student Acceptance of Synchronous E-Learning in an Online University

Autor/inn/en	Kang, Minseok; Shin, Won sug
Titel	An Empirical Investigation of Student Acceptance of Synchronous E-Learning in an Online University
Quelle	In: Journal of Educational Computing Research, 52 (2015) 4, S.475-495 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115571921
Schlagwörter	Foreign Countries; Graduate Students; Student Attitudes; Adoption (Ideas); Synchronous Communication; Electronic Learning; Online Courses; Virtual Universities; Online Surveys; Student Surveys; Structural Equation Models; Hypothesis Testing; Self Efficacy; Usability; User Satisfaction (Information); Computer Attitudes; Predictor Variables; Technology Integration; Lecture Method; Access to Education; Likert Scales; Reliability; Validity; Factor Analysis; Path Analysis; South Korea + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Ideas; Ideenfindung; Online course; Online-Kurs; Schülerbefragung; Hypothesenprüfung; Hypothesentest; Self-efficacy; Selbstwirksamkeit; Benutzerfreundlichkeit; Prädiktor; Education; Access; Bildung; Zugang; Bildungszugang; Likert-Skala; Reliabilität; Gültigkeit; Faktorenanalyse; Pfadanalyse; Korea; Republik
Abstract	This study proposes an extended technology acceptance model to predict acceptance of synchronous e-learning by examining relationships among variables associated with factors influencing the technology acceptance of synchronous e-learning. Learners at an online university participated through an online survey; there were 251 respondents in all. Employing structural equation modeling, we tested a hypothesized model, and the resulting model was found to have a good fit. Self-efficacy, subjective norm, and system accessibility have an effect on learners' technology acceptance of synchronous e-learning, whereas systematic lecture content does not affect it. In addition, the perceived ease of use also has an effect on behavioral intention, whereas perceived usefulness does not. This study examined the acceptance structure of synchronous e-learning. The findings are expected to enhance the understanding of synchronous e-learning for instructors and school administrators and also provide empirical evidence that can be used to establish effective strategies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01