A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Investigating e-learning system usage outcomes in the university context
Tekijät: Islam AKMN
Kustantaja: PERGAMON-ELSEVIER SCIENCE LTD
Julkaisuvuosi: 2013
Journal: Computers and Education
Tietokannassa oleva lehden nimi: COMPUTERS & EDUCATION
Lehden akronyymi: COMPUT EDUC
Vuosikerta: 69
Numero: null
Aloitussivu: 387
Lopetussivu: 399
Sivujen määrä: 13
ISSN: 0360-1315
DOI: https://doi.org/10.1016/j.compedu.2013.07.037
Verkko-osoite: http://api.elsevier.com/content/abstract/scopus_id:84883143216
Tiivistelmä
This paper investigates the outcomes of e-learning systems adoption and use by conceptualizing three e-learning systems adoption outcome constructs namely perceived learning assistance, perceived community building assistance and perceived academic performance. Utilizing these constructs, the paper proposes a research model for assessing the possible outcomes of e-learning systems adoption and use. The study collected longitudinal survey data from 249 university students participating in hybrid courses using a popular learning management system, Moodle. Partial least squares (PLS) approach was then used to test the research model. The findings suggest that beliefs about perceived usefulness and perceived ease of use, and how an e-learning system is used influence students' perceived learning assistance and perceived community building assistance. In turn, perceived learning assistance and perceived community building assistance influence the students' perceived academic performance. © 2013 Elsevier Ltd. All rights reserved.
This paper investigates the outcomes of e-learning systems adoption and use by conceptualizing three e-learning systems adoption outcome constructs namely perceived learning assistance, perceived community building assistance and perceived academic performance. Utilizing these constructs, the paper proposes a research model for assessing the possible outcomes of e-learning systems adoption and use. The study collected longitudinal survey data from 249 university students participating in hybrid courses using a popular learning management system, Moodle. Partial least squares (PLS) approach was then used to test the research model. The findings suggest that beliefs about perceived usefulness and perceived ease of use, and how an e-learning system is used influence students' perceived learning assistance and perceived community building assistance. In turn, perceived learning assistance and perceived community building assistance influence the students' perceived academic performance. © 2013 Elsevier Ltd. All rights reserved.
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