Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model

Autor/in	Nagy, Judit T.
Titel	Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 1, S.160-185 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Electronic Learning; Multimedia Materials; Mathematics Activities; Business Administration Education; Technology Uses in Education; Usability; Questionnaires; Least Squares Statistics; Structural Equation Models; Student Satisfaction; Self Efficacy; Performance Factors; Student Attitudes; Teacher Student Relationship; Peer Relationship; Online Surveys; Use Studies; Foreign Countries; College Students; Statistical Analysis; Path Analysis; Hungary + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Self-efficacy; Selbstwirksamkeit; Leistungsindikator; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Benutzerschulung; Ausland; Collegestudent; Statistische Analyse; Pfadanalyse; Ungarn
Abstract	The aim of the study was to examine the determining factors of students' video usage and their learning satisfaction relating to the supplementary application of educational videos, accessible in a Moodle environment in a Business Mathematics Course. The research model is based on the extension of "Technology Acceptance Model" (TAM), in which the core TAM constructs--perceived usefulness, perceived ease of use, attitude--and internet self-efficacy were included as the explanatory factors of video usage. As regards the determinants of learning satisfaction, beside the core TAM constructs, the role of learning performance, learner-learner interaction, and learner-teacher interaction was examined. Data were collected from 89 students using a questionnaire, on which the partial least-squares structural equation modelling approach was used to evaluate the research model. The results confirmed that perceived usefulness, attitude, and internet self-efficacy had a direct effect on the video usage. Learning satisfaction was directly influenced by learner-learner interaction, perceived ease of use, and learning performance. Furthermore, the results indicated that video usage had a significant effect both on learning performance and on learning satisfaction. The findings show that the extended TAM model can be applied for predicting the university students' video technology usage and their learning satisfaction regarding the usage. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01