Investigating the Cross-Cultural Dimensions of Educational Web 2.0 Acceptance: The Case of Moroccan and American University Students

Autor/inn/en	Amzaourou, Oulaid; Oubaha, Driss
Titel	Investigating the Cross-Cultural Dimensions of Educational Web 2.0 Acceptance: The Case of Moroccan and American University Students
Quelle	In: Research in Comparative and International Education, 13 (2018) 2, S.319-341 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918775197
Schlagwörter	Cross Cultural Studies; Web 2.0 Technologies; Student Attitudes; Foreign Countries; Educational Technology; Cultural Influences; Values; College Students; Cultural Differences; Individualism; Collectivism; Power Structure; Intention; Profiles; Social Influences; Performance; Questionnaires; Regression (Statistics); Statistical Analysis; United States; Morocco + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Schülerverhalten; Ausland; Unterrichtsmedien; Cultural influence; Kultureinfluss; Wertbegriff; Collegestudent; Kultureller Unterschied; Individualismus; Charakterisierung; Profilanalyse; Sozialer Einfluss; Achievement; Leistung; Fragebogen; Regression; Regressionsanalyse; Statistische Analyse; USA; Marokko
Abstract	As a response to scholars' growing calls for new and more cross-cultural perspectives in the study of educational technology acceptance, this study examined the moderating effect of Moroccan (n = 200) and American (n = 200) university students' psycho-cultural values, as conceptualized by Hofstede's multidimensional matrix, on their acceptance and use of Web 2.0 for learning. Data were collected using an extended version of the unified theory of acceptance and use of technology (UTAUT). The findings, in addition to validating the UTAUT in two culturally divergent higher education contexts, have uncovered how students' cultural values of individualism/collectivism and power distance significantly affect their Web 2.0 acceptance profiles. Thus, for example, while Moroccan students' acceptance of Web 2.0 is determined by social influence, performance expectancy and behavioral intention were the primary determinant factors for their American counterparts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01