University Students with Special Needs: Investigating Factors Influencing E-Learning Adoption

Autor/inn/en	Sahin, Ferhan; Dogan, Ezgi; Yildiz, Gizem; Okur, Muhammet Recep
Titel	University Students with Special Needs: Investigating Factors Influencing E-Learning Adoption
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 5, S.146-162 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	College Students; Special Needs Students; Electronic Learning; Special Education; State Colleges; Technology Uses in Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Collegestudent; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Türkei
Abstract	Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. (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	2024/1/01