The Effect of Universal Design for Learning (UDL) Application on E-Learning Acceptance: A Structural Equation Model

Autor/inn/en	Al-Azawei, Ahmed; Parslow, Patrick; Lundqvist, Karsten
Titel	The Effect of Universal Design for Learning (UDL) Application on E-Learning Acceptance: A Structural Equation Model
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 6, S.54-87 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Electronic Learning; Technology Integration; Information Systems; Web Sites; Design; Computer Science Education; Blended Learning; Structural Equation Models; Student Satisfaction; Undergraduate Students; Mixed Methods Research; Student Surveys; Action Research; Least Squares Statistics; Educational Technology; Self Efficacy; Experimental Groups; Control Groups; Online Courses; Predictor Variables; Hypothesis Testing; Foreign Countries; Iraq + Suchen Sie Ihr Suchwort? Web-Design; Computer science lessons; Informatikunterricht; Schülerbefragung; Projektforschung; Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Online course; Online-Kurs; Prädiktor; Hypothesenprüfung; Hypothesentest; Ausland; Irak
Abstract	Standardising learning content and teaching approaches is not considered to be the best practice in contemporary education. This approach does not differentiate learners based on their individual abilities and preferences. The present research integrates a pedagogical theory "Universal Design for Learning" ("UDL") with an information system (IS) theory "Technology Acceptance Model" ("TAM"). It aims to examine the effectiveness of a technology-enhanced traditional web design course on blended e-learning acceptance and learner satisfaction in which UDL principles (multiple means of representation, action and expression, and engagement) were implemented. This casts some light on the role of addressing curricula limitations on learner perceptions and e-learning adoption. A mixed research design combining survey and action methods was followed. Overall, 92 undergraduate students took part in the study. The research instrument was validated first. Subsequently, partial least squares-structural equation modelling (PLS-SEM) was applied to identify the path associated among constructs used in the proposed framework. The extended model accounted for 45.4% and 41.6% of the variance of perceived satisfaction and behavioural intention respectively. The findings suggest that using educational technologies to address curricula limitations is a bridge to enhancing learner willingness to accept e-learning. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01