How students and instructors using a virtual learning environment perceive the fit between technology and task
How students and instructors using a virtual learning environment perceive the fit between technology and task
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使用虚拟学习环境的学生和教师如何感知技术与任务之间的契合度
DOI：
10.1111/j.1365-2729.2007.00253.x
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
V. Hobbs
中科院分区：
文献类型：
--
作者：
T. McGill;V. Hobbs
虚拟学习环境（VLE）在当今的高等教育中非常普遍，通常用于提供教学材料和促进课程内的交流。本研究的目的是调查任务技术适合VLE为他们的两个主要群体的用户：教师和学生，使用VLE WebCT。任务技术配合，用户满意度，使用的态度和预期的使用后果被发现是显着高于教师的学生。教师被发现有更高的社会规范的看法和更高的看法，促进条件比学生。然而，有没有教师和学生之间的VLE的利用水平的差异。学生认为，VLE有更高的影响，他们的学习相比，教师的看法，他们的教学。这些结果表明，尽管教师承认高水平的支持，他们可能仍然不确定VLE对他们的教学的贡献。
Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task–technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task–technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching.