A Technological Acceptance of E-Learning Tools Used in Practical and Laboratory Teaching, According to the European Higher Education Area

Autor/inn/en	Martinez-Torres, M. R.; Toral, S. L. Marin; Garcia, F. Barrero; Vazquez, S. Gallardo; Oliva, M. Arias; Torres, T.
Titel	A Technological Acceptance of E-Learning Tools Used in Practical and Laboratory Teaching, According to the European Higher Education Area
Quelle	In: Behaviour & Information Technology, 27 (2008) 6, S.495-505 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-929X
Schlagwörter	Higher Education; Student Attitudes; Lifelong Learning; Laboratories; Internet; Electronic Learning; Foreign Countries; Educational Technology; Models; Student Surveys; Student Motivation; Correlation; Least Squares Statistics; Predictive Measurement; Predictive Validity; Predictor Variables; Intention; Student Behavior; Computer Simulation; Integrated Learning Systems; Computer Peripherals; Hypothesis Testing; Content Validity; College Students + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Life-long learning; Lebenslanges Lernen; Laboratory; Laboratorium; Ausland; Unterrichtsmedien; Analogiemodell; Schülerbefragung; Schulische Motivation; Korrelation; Prädiktor; Student behaviour; Computergrafik; Computersimulation; Hypothesenprüfung; Hypothesentest; Collegestudent
Abstract	The application of scientific tools to analyse the use of Internet-based e-learning tools in academic settings is in general an ignored area. E-learning tools are actually an emergent topic as a result of the new ideas introduced by the European Higher Education Area. Lifelong learning, or the promotion of student initiative, is the new paradigm of a learner-centred education. In this context, e-learning tools can represent an effective way of supporting this new trend in education. Assuming the premise that successful use of these web-based tools depends primarily on a user's behaviour, the objective of this research is to examine the technology acceptance model (TAM) of web-based e-learning tools used in practical and laboratory teaching. The research hypotheses derived from this model have empirically been validated using the responses to a survey on e-learning usage among 220 users. These responses have been examined through partial least square. The obtained results strongly support the extended TAM in predicting a student's intention to use e-learning and define a set of external variables with a significant influence in the original TAM variables. Surprisingly, perceived ease of use did not posit a significant impact on student attitude or intention towards e-learning tool usage. Therefore, early evaluation of e-learning material is considered essential to providing a framework for further improvements of the tool. (Contains 2 figures, 3 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10