An Investigation of Students' Acceptance of Moodle in a Blended Learning Setting Using Technology Acceptance Model

Autor/in	Yeou, Mohamed
Titel	An Investigation of Students' Acceptance of Moodle in a Blended Learning Setting Using Technology Acceptance Model
Quelle	In: Journal of Educational Technology Systems, 44 (2016) 3, S.300-318 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/0047239515618464
Schlagwörter	Investigations; Blended Learning; Online Courses; Educational Technology; Technology Uses in Education; Web Based Instruction; Higher Education; Questionnaires; Self Efficacy; Models; Foreign Countries; Electronic Learning; Structural Equation Models; Computer Mediated Communication; Likert Scales; Statistical Analysis; Morocco + Suchen Sie Ihr Suchwort? Untersuchung; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Web Based Training; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Self-efficacy; Selbstwirksamkeit; Analogiemodell; Ausland; Computerkonferenz; Likert-Skala; Statistische Analyse; Marokko
Abstract	Moodle and other web-based learning systems have become very popular in higher education. Their success will not be achieved if students fail to use such systems. The present study investigates university student's attitudes regarding the use of Moodle. Forty-seven students from a Moroccan university were involved in the study. The students attended a course in a blended learning environment. The technology acceptance model was used to assess their acceptance of the e-learning system. Structural equation modeling was employed with SmartPLS program to explain the students' acceptance of the system. Data showed that technology acceptance model is still a solid theoretical model whose validity can extend to blended learning settings. The results point to the significant importance of computer self-efficacy and perceived usefulness in accounting for attitude and Moodle usage. Implications of the findings and limitations along with future research directions are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01