Learner Differences in Perceived Satisfaction of an Online Learning: An Extension to the Technology Acceptance Model in an Arabic Sample

Autor/inn/en	Al-Azawei, Ahmed; Lundqvist, Karsten
Titel	Learner Differences in Perceived Satisfaction of an Online Learning: An Extension to the Technology Acceptance Model in an Arabic Sample
Quelle	In: Electronic Journal of e-Learning, 13 (2015) 5, S.408-426 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Student Attitudes; Online Courses; Psychometrics; Questionnaires; Distance Education; Access to Education; Cognitive Style; Models; Educational Technology; Structural Equation Models; Predictor Variables; Self Efficacy; Technological Literacy; Gender Differences; Higher Education; Foreign Countries; Management Systems; Computer Science Education; Hypermedia; Web Sites; Student Surveys; Program Descriptions; Correlation; Positive Attitudes; Statistical Analysis; Iraq; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülerverhalten; Online course; Online-Kurs; Psychometry; Psychometrie; Fragebogen; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Cognitive styles; Kognitiver Stil; Analogiemodell; Unterrichtsmedien; Prädiktor; Self-efficacy; Selbstwirksamkeit; Technisches Wissen; Geschlechterkonflikt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Computer science lessons; Informatikunterricht; Web-Design; Schülerbefragung; Korrelation; Statistische Analyse; Irak
Abstract	Online learning constitutes the most popular distance-learning method, with flexibility, accessibility, visibility, manageability and availability as its core features. However, current research indicates that its efficacy is not consistent across all learners. This study aimed to modify and extend the factors of the Technology Acceptance Model (TAM) to examine perceived satisfaction of an Arabic sample in online learning. The integrated factors in the modified model includes: deep level (learning styles), surface level (gender), and cognitive (online self-efficacy) factors. Learning styles were chosen as a central factor. Hence, the online course was purposefully developed to support one pole in each dimension of Felder and Silverman Learning Styles Model (FSLSM) in order to reveal the pedagogical implications of learning styles on learner satisfaction. A total of 70 learners participated voluntarily in the research. At the end of the online course, they were requested to fill in two questionnaires: the Index of Learning Styles (ILS) and a standard questionnaire. The psychometric properties of the latter were firstly analysed to validate the instrument. Then, Partial Least Squares Structural Equation Modelling (PLS-SEM) was conducted to examine the proposed hypotheses. The model achieves an acceptable fit and explains 44.8% of variance. Perceived usefulness represented the best predictor, whereas online self-efficacy and perceived ease of use failed to show a direct impact on perceived satisfaction. Furthermore, neither learning styles nor gender diversity had direct influence on the dependent factors. Accordingly, the research suggested that other variables may have to be integrated to enhance the power of the model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01