Investigating the Effect of Learning Styles in a Blended E-Learning System: An Extension of the Technology Acceptance Model (TAM)

Autor/inn/en	Al-Azawei, Ahmed; Parslow, Patrick; Lundqvist, Karsten
Titel	Investigating the Effect of Learning Styles in a Blended E-Learning System: An Extension of the Technology Acceptance Model (TAM)
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 2, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Cognitive Style; Blended Learning; Computer Attitudes; Models; Student Attitudes; Feasibility Studies; Hypermedia; Integrated Learning Systems; Foreign Countries; Hypothesis Testing; Undergraduate Students; Self Efficacy; Student Satisfaction; Questionnaires; Least Squares Statistics; Structural Equation Models; Personality Traits; Intention; Electronic Learning; Path Analysis; Regression (Statistics); Mixed Methods Research; Iraq + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Analogiemodell; Schülerverhalten; Ausland; Hypothesenprüfung; Hypothesentest; Self-efficacy; Selbstwirksamkeit; Fragebogen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Pfadanalyse; Regression; Regressionsanalyse; Irak
Abstract	This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to provide flexible learning and improve understanding. Based on TAM, individual differences and perceptions were explored in relationships between learner satisfaction and technology adoption. The model was extended to include e-learning self-efficacy, perceived satisfaction, and learning styles. Although other variables can be integrated, the proposed framework is to investigate the effect of learning styles in predicting satisfaction and BELS acceptance. A total of 210 undergraduate students voluntarily took part in the research. Data was gathered using a survey instrument and the Index of Learning Styles (ILS) Questionnaire. Partial least squares structural equation modelling (PLS-SEM) technique was used to examine the path associated between dependent and independent constructs. Unlike prior TAM literature, this research highlights the integration of perceived satisfaction and technology acceptance in accordance with psychological traits and learner beliefs. Overall, the model achieved an acceptable fit and successfully integrated intention to use (ITU) and perceived satisfaction (PS). However, psychological differences did not indicate positive impacts on learner satisfaction and e-learning adoption. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01