Literaturnachweis - Detailanzeige
| Autor/inn/en | Esawe, Ahmed T.; Esawe, Karim Taher; Esawe, Narges Taher |
|---|---|
| Titel | Acceptance of the Learning Management System in the Time of COVID-19 Pandemic: An Application and Extension of the Unified Theory of Acceptance and Use of Technology Model |
| Quelle | In: E-Learning and Digital Media, 20 (2023) 2, S.162-190 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Esawe, Ahmed T.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1177/20427530221107788 |
| Schlagwörter | Foreign Countries; COVID-19; Pandemics; Blended Learning; Educational Technology; Learning Management Systems; In Person Learning; Online Courses; Expectation; Social Influences; Affordances; Barriers; Access to Education; Self Management; Trust (Psychology); Intention; College Students; Student Attitudes; Egypt |
| Abstract | After the spread of the coronavirus around the world, the Egyptian government imposed blended learning on higher education institutions. Consequently, colleges and universities in Egypt are entering a new era where learning is not confined to the classroom alone but also through learning management systems (LMSs). Thus, this study adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) to study how students accept and use the LMSs. An online survey was conducted through a structured questionnaire to collect quantitative data for analysis. Obtained data from 803 respondents were analyzed using structural equation modelling Partially least squares regression was used for the model and hypothesis testing. The results show that trust is vital in determining the acceptance and use of LMSs. The study results may provide insights into a better approach to promoting LMS acceptance. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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