SavedAdd your journal

Journals / Mersin Üniversitesi Eğitim Fakültesi Dergisi / 2013 / Cilt: 9 - Sayı: 1

-

Students’ Perceptions About Learning Environment of a Distance Course Based on Technology Acceptance Model: A Descriptive Study

Erman UZUN
Ali YILDIRIM
M.yaşar ÖZDEN
Pages
201–211
Publication Date
2013-03-12
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that each factor of TAM was perceived by students as “moderately advantageous.” This perception could be due to students’ low computer competency and e-learning experiences.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to investigate students’ perceptions of learning environment of a distance course through Technology Acceptance Model (TAM), a measure to assess the underlying reasons about the use of a technology.
📊
Key Findings & Data:A total of 32 first year vocational higher education institution students who registered for this distance course participated in this study.
💡
Conclusion & Impact:The findings revealed that each factor of TAM was perceived by students as “moderately advantageous.” This perception could be due to students’ low computer competency and e-learning experiences.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Teknoloji kabul modeli · motivasyon algısı · kullanışlılık algısı

Abstract

The purpose of this study is to investigate students’ perceptions of learning environment of a distance course through Technology Acceptance Model (TAM), a measure to assess the underlying reasons about the use of a technology. This distance course was delivered from one university to the other university via video-conferencing with ITL Learning Gateway content management system in one semester. An extended version of TAM was used as conceptual framework, which composed of three factors: “perceived motivation towards learning environment”, “perceived usefulness” and “perceived ease of use”. A total of 32 first year vocational higher education institution students who registered for this distance course participated in this study. Data were collected through a questionnaire based on the extended version of TAM. The findings revealed that each factor of TAM was perceived by students as “moderately advantageous.” This perception could be due to students’ low computer competency and e-learning experiences.

Özet

Technology Acceptance Model (TAM) is a measure to assess the underlying reasons about the use of a technology. In this study an extended version of TAM were used. This extended version composed of three factors. These are “perceived motivation towards learning environment”, “perceived usefulness” and “perceived ease of use”. In this study, the learning environment of a distance course was investigated to see students’ perceptions. This distance course was delivered from one university to the other university via video-conferencing with ITL Learning Gateway content management system during the whole semester. The participants were the 32 first year vocational higher education institution students. The descriptive findings revealed that each factor of TAM perceived by students as having moderate advantages. It is believed that the underlying reason of this situation was based on the students’ low computer competency and e-learning experiences.

🔖

Cite This Article

UZUN, E., YILDIRIM, A., ÖZDEN, M. (2013). -. Mersin Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 9 - Sayı: 1, 201–211. https://ajindex.com/articles/248568

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (15)

  1. Bertrand, M. & Bouchard, S. (2008). Applying the technology acceptance model to VR with people who are favorable to its use. Journal of CyberTherapy and Rehabilitation, 1(2), 200-210.
  2. Chang, S., Chou, C., and Yang, J. (2010). The literature review of technology acceptance model: A study of the bibliometric distributions, PACIS 2010 Proceedings, 1634-1640.
  3. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of ınformation technology. MIS Quarterly, 3 (2), 319-339.
  4. Davis, F. D., Bagozzi, R. P., and Warshaw, P. R. (1989), User acceptance of computer technology: A comparison of two theoretical models, Management Science, 35, 982–1003
  5. Dishaw, M. T. and Strong, D. M. (1999). Extending the technology acceptance model with tasktechnology fit constructs. Information and Management, 36(1), 9-21.
  6. Garson, G. David. (2007). Scales and Standard Measures. Retrieved on August 24, 2010, from http://www2.chass.ncsu.edu/garson/pa765/standard.htm
  7. Gefen, D. (2004). What makes an ERP implementation relationship worthwhile: linking trust mechanism and ERP usefulness. Journal of Management Information Systems, 21 (1), 263-288.
  8. Gündüz, H. B. (2010). Digital divide in Turkish primary schools: Sakarya sample. TOJET: The Turkish Online Journal of Educational Technology, 9(1), 43-53.
  9. Hudson, H. (2011). The Digital Divide. Instructor, 121(2), 46-50.
  10. Işık, A., Aşkun, C. S., Özden, M. Y. (2010). Perceptions of students and teachers about the use of elearning / sharing portal in educational activities. In D'Agustino S. (Ed.). Resistance and Access to Instructional Technologies: Assessing Future Trends in Education, IGI Press.
  11. Jonassen, D. H. (2000). Computers as Mindtools For Schools: Engaging Critical Thinking. Upper Saddle River, NJ: Merrill/Prentice Hall. Karahanna, E. and Straub, D.W. (1999). The psychological origins of perceived usefulness and ease of use. Information and Management, 35(4), 237-250.
  12. King, W.R., & He, J. (2006). A meta-analysis of the technology acceptance model. Information & Managemement, 43, 740-755.
  13. Koç, E., Yıldırım Z. & Özden, M.Y., (2006), Perceptions on problem-based online learning, Academic Exchange Quarterly, 10(3), 34-38.
  14. Koufaris, M. (2003). Applying the technology acceptance model and flow theory to online consumer behaviour. Information Systems Research, 13 (2), 205-223.
  15. Lederer, A. L., Maupin, D. J., Sena, M. P., & Zhuang, Y. (2000). The technology acceptance model and the world wild web. Decision Support Systems, 29