The Effect of Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance
The Effect of Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance
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在在线和校园课堂中使用电子学习工具对学生表现的影响
DOI：
10.28945/1503
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Jennie Johnson
中科院分区：
文献类型：
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作者：
E. Galy;C. Downey;Jennie Johnson
这项实证研究建立了一个综合研究框架，扩展了信息系统领域中经常使用的模型-技术接受模型，以及教育领域中使用的变量，调查了影响学生表现的因素，即他们的最终课程成绩。技术接受模型概括地解释了计算机接受。该模型衡量了外部变量对内部信念、态度和意图的影响。感知有用性和感知易用性是模型中的两个主要概念，指的是个人对采用一项新技术将如何提高其效率的感知，以及个人对该技术使用起来有多容易的感知。感知的努力越低，该技术就越容易被采用。因此，我们测量了感知的有用性、感知的易用性、计算机自我效能感和计算机焦虑，以确定它们对学生表现的影响。由于为个人计算机编写的应用程序，个人计算机的激增成为可能。新应用程序的不断创建为测试技术接受模型创造了充足的基础，以确定用户将如何决定采用此类应用程序。最近通过互联网提供在线教育的升级再次引发了信息系统的新维度。这引发了在教育领域应用技术接受模型的研究。今天的现代课堂，无论是在线的还是基于校园的，都使用电子学习工具和学习管理系统来捕捉学生的认知，并通过技术让他们参与学习过程，同时增加他们对自我指导的需求。有鉴于此，本研究还考虑了学生的独立工作能力。本研究使用的统计分析结果显示，选择参加在线课程的学生和更喜欢参加校园课程的学生对电子学习工具的认知存在显著差异。此外，感知的有用性、感知的易用性和学生独立工作的能力都是预测学生最终成绩的统计上显著的因素。
Creating an integrative research framework that extends a model frequently used in the Information Systems field, the Technology Acceptance Model, together with variables used in the Education field, this empirical study investigates the factors influencing student performance as reflected by their final course grade. The Technology Acceptance Model explains computer acceptance in general terms. The model measures the impact of external variables on internal beliefs, attitudes, and intentions. Perceived Usefulness and Perceived Ease of Use, two main constructs in the model, refer to an individual’s perception of how the adoption of a new technology will increase their efficiency, and the individual’s perception of how easy the technology will be to use. The lower the perceived effort is, the easier the technology will be to adopt. Thus, Perceived Usefulness, Perceived Ease of Use, Computer Self-Efficacy, and Computer Anxiety were measured to determine their effect on student performance. The proliferation of the personal computer was possible because of the applications written for it. The continuous creation of new applications has created ample ground to test the Technology Acceptance Model to determine how a user will decide to adopt such applications. The recent escalation of delivering online education via the Internet has again sparked a new dimension of information systems. This has given rise to research using the Technology Acceptance Model for applications in the Education field. Today’s modern classroom, whether online or campus-based, uses e-learning tools and Learning Management Systems that capture student cognition and engages them in the learning process via technology, while increasing their need for self-directedness. In view of this, the present study also considers the students’ ability to work independently. The results of the statistical analysis used in this study revealed marked differences in student perceptions of e-learning tools between students who chose to take an online course and students who preferred to take the campus-based section. Additionally, Perceived Usefulness, Perceived Ease of Use, and the students’ ability to work independently were all statistically significant factors in predicting students’ final grades.