An activity-theoretical approach to investigate learners' factors toward e-learning systems
An activity-theoretical approach to investigate learners' factors toward e-learning systems
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DOI：
10.1016/j.chb.2006.02.002
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发表时间：
2007-07-01
影响因子：
9.9
通讯作者：
Chen, Gwo-Dong
中科院分区：
文献类型：
--
作者：
Liaw, Shu-Sheng;Huang, Hsiu-Mei;Chen, Gwo-Dong
互联网和万维网为开发电子学习系统提供了机会。电子学习系统的发展掀起了一场教学内容传递、学习活动和社会交流的革命。本研究以活动理论为基础，探讨学习者对电子学习系统的态度影响因素。共有168名参与者被要求回答一份问卷。经过因素分析，学习者的态度可以归类为四个不同的因素--作为学习者自主学习环境的网络学习，作为解决问题的环境的网络学习，作为多媒体学习环境的网络学习，以及作为辅助教师的网络学习。此外，本研究还证实了活动理论是理解网络学习系统的合适理论。此外，本研究还提供了证据表明，网络学习作为一种解决问题的环境，可以受到其他三个因素的积极影响。(C)2006爱思唯尔有限公司。保留所有权利。
The Internet and World Wide Web have provided opportunities of developing e-learning systems. The development of e-learning systems has started a revolution for instructional content delivering, learning activities, and social communication. Based on activity theory, the purpose of this research is to investigate learners' attitude factors toward e-learning systems. A total 168 participants were asked to answer a questionnaire. After factor analysis, learners' attitudes can be grouped four different factors-e-learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as a multimedia learning environment, and teachers as assisted tutors in e-learning. In addition, this research approves that activity theory is an appropriate theory for understanding e-learning systems. Furthermore, this study also provides evidence that e-learning as a problem-solving environment can be positively influenced by three other factors. (c) 2006 Elsevier Ltd. All rights reserved.