Student Reactions to Classroom Management Technology: Learning Styles and Attitudes toward Moodle

Autor/inn/en	Chung, Christina; Ackerman, David
Titel	Student Reactions to Classroom Management Technology: Learning Styles and Attitudes toward Moodle
Quelle	In: Journal of Education for Business, 90 (2015) 4, S.217-223 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2015.1019818
Schlagwörter	Student Reaction; Classroom Techniques; Cognitive Style; Student Attitudes; Learning Modules; Self Efficacy; Educational Technology; Database Management Systems; Program Implementation; Courseware; Internet; Interpersonal Communication; Likert Scales; Questionnaires; Marketing; Online Surveys; Regression (Statistics); College Students; Factor Analysis; Structural Equation Models + Suchen Sie Ihr Suchwort? Schülerkritik; Klassenführung; Cognitive styles; Kognitiver Stil; Schülerverhalten; Learning module; Lernmodul; Self-efficacy; Selbstwirksamkeit; Unterrichtsmedien; Datenbanksystem; Lernsoftware; Interpersonale Kommunikation; Likert-Skala; Fragebogen; Regression; Regressionsanalyse; Collegestudent; Faktorenanalyse
Abstract	The authors look at student perceptions regarding the adoption and usage of Moodle. Self-efficacy theory and the Technology Acceptance Model were applied to understand student reactions to instructor implementation of classroom management software Moodle. They also looked at how the learning styles of students impacted their reactions to Moodle. Results show that students most valued the control Moodle gave them over their educational progress. Communication was also found to be an important benefit students sought in Moodle. Individual student reaction to Moodle was influenced by visual learning and degree of laziness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01