scholarly journals Rubrics on the Fly: Improving Efficiency and Consistency with a Rapid Grading and Feedback System

2015 ◽  
Vol 4 (2) ◽  
pp. 6-29 ◽  
Author(s):  
Adam C. Moyer ◽  
William A. Young II ◽  
Gary R. Weckman ◽  
Clarence (Red) Martin ◽  
Ken Cutright
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Feedback System ◽  
The United States ◽  
Ease Of Use ◽  
Management Systems ◽  
Midwestern University ◽  
Survey Results ◽  
Acceptance Model

Many learning management systems (LMS) used in higher education provide customizable rubrics that aid in the process of grading and providing feedback for many forms of assessments commonly used by educators today. Rapid Grade is a grading and feedback feature built into a non-commercialized LMS developed by a large, public, Midwestern university in the United States. In this research, Rapid Grade was compared to a grading and feedback system found in one of the most utilized LMS found in higher education. It should be noted that the name of this particular LMS is not named. Using the Technology Acceptance Model to validate that Rapid Grade empirically improves upon existing methods, survey results indicate that Rapid Grade is a significant improvement in terms of ease of use and usefulness when grading and providing feedback for a given assessment. The Rapid Grade framework as well as the specific results of the TAM is presented.

scholarly journals Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

2019 ◽  
Vol 14 (03) ◽  
pp. 4 ◽  
Author(s):  
Sami Saeed Binyamin ◽  
Malcolm Rutter ◽  
Sally Smith
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Content Quality ◽  
Instructional Assessment ◽  
E Learning ◽  
Acceptance Model

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

Factors Affecting University Students' Use of Moodle

2017 ◽  
Vol 13 (1) ◽  
pp. 14-26 ◽  
Author(s):  
Daniel Danso Essel ◽  
Osafo Apeanti Wilson
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Acceptance Model ◽  
The University

Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.

scholarly journals Factors Influencing Intranet Acceptance in Restaurant Industry: Use of Technology Acceptance Model

2018 ◽  
Vol 11 (10) ◽  
pp. 1 ◽  
Author(s):  
Kunsoon Park ◽  
Narang Park ◽  
Wookjae Heo
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Information Quality ◽  
The United States ◽  
Restaurant Industry ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Factors Influencing ◽  
Acceptance Model ◽  
Organization Support

This study examines factors influencing the user acceptance of intranets in the restaurant industry. The study uses the application of the technology acceptance model (TAM) in explaining intranet usage in restaurant operations. The TAM is an exceptional model for which to predict system usage and has been successfully applied to numerous technologies. The original model was modified to include two independent variables: organization support and information quality. The survey collected data from restaurants in the United States. The results of the study showed that perceived usefulness was the main factor influencing intranet acceptance, while organization support, information quality, and perceived ease of use were not significant in the regression analysis. The findings indicate perceived usefulness of intranet use requires focus in order to improve communications in restaurant franchise systems.

scholarly journals The perceived time value importance for enrolment in online masters courses: an extension of the Technology Acceptance Model

2020 ◽  
pp. 475-494
Author(s):  
Mohammad Reza Mazandarani ◽  
Marcelo Royo-Vela
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Structural Equation ◽  
Ease Of Use ◽  
Higher Education System ◽  
Time Value ◽  
Perceived Utility ◽  
Acceptance Model ◽  
The Impact

Purpose. The main objective of this research is to obtain a better understanding of the impact of perceived time value on the intention of pursuing an online Master’s degree for its applicants. For this reason, perceived time value is added to the Technology Acceptance Model. Design/methodology/approach. Data are collected from a purposive sample of 147 individuals, who were interested to continue their higher education. Both, online and personal surveys are used to collect data. Achieved data are analysed by structural equation modelling. Findings. The results show that the perceived time value is significantly related to the ease of use and perceived utility, which in turn, show a significant effect on the attitude towards enrolment. Also the attitude towards enrolment is positively and significantly related to the Behavioural Intention towards studying an online Master (BIS). On the other hand, the perceived utility does not show a significant relationship with BIS. Research limitations/implications. This paper only examines the perceived time value before attending an online Masters. This perception may change after starting such courses. Additionally, there might be more factors influencing their intention toward a particular higher education system that is not mentioned in this article. Practical implications. This research can help the designers of these courses to understand the perception of the value of the time of the applicants before starting an online Master and thus, help them to plan their future marketing strategies more successfully. Originality/value. This article demonstrates the effect of the motivating factors of the applicants for enrolment in an online Master by analyzing the importance of managing and saving time, resulting in more free time.

scholarly journals Assessing the Adoption of Learning Management Systems in Higher Education

2019 ◽  
Vol 7 (3) ◽  
pp. 204-209
Author(s):  
WJAJM Lasanthika ◽  
WDNSM Tennakoon
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Learning Management Systems ◽  
Jel Classification ◽  
Management Systems ◽  
Educational Institutions ◽  
Teachers And Students ◽  
Learning Management ◽  
Acceptance Model

Objective - At present, higher educational institutions are heavily reliant on Learning Management Systems (LMS) to effectively manage communication with students and to enable technology-based learning. However, the success of LMS depends mostly on the adoption of LMS by students and teachers. The aim of this study is to incorporate different important factors of the Technology Acceptance Model to compare the behavioural intention of students and teachers to adopt LMS. Methodology/Technique – Structured instruments are used for a sample of academics and undergraduates as the main contributors of LMS. The attitude towards LMS adoption of academics and students was compared. Finding - The results suggest that the attitudes of teachers and students towards LMS adoption significantly differ as both contributors and users of LMS. Novelty - In addition, the research highlights different aspects of LMS that can be manipulated for the successful adoption of LMS Type of Paper: Empirical. Keywords: LMS Adoption; Technology Acceptance Model (TAM); University Community; Attitude Reference Reference to this paper should be made as follows: Lasanthika, W.J.A.J.M; Tennakoon, W.D.N.S.M. 2019. Assessing the Adoption of Learning Management Systems in Higher Education, Global J. Bus. Soc. Sci. Review 7(3): 204 – 208. https://doi.org/10.35609/gjbssr.2019.7.3(5) JEL Classification: A20, A23, A29.

scholarly journals An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Mohamed Sarrab ◽  
Ibtisam Al Shibli ◽  
Nabeela Badursha
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Ease Of Use ◽  
Driving Factors ◽  
Just In Time ◽  
Short Supply ◽  
Acceptance Model

<p class="2">Mobile learning (M-learning) provides a new learning channel in which learners can access content and just in time information as required irrespective of the time and location. Even though M-learning is fast evolving in many regions of the world, research addressing the driving factors of M-learning adoption is in short supply. This article focuses on the driving factors in adoption of M-learning and the learner’s perceptions and willingness towards M-learning adoption. Technology Acceptance Model (TAM) has been shown to be a valid and powerful model in mobile and other learning technologies research. Based on Technology Acceptance Model theory, this paper analyzes the influencing factors on M-learning adoption and measure the acceptance of M-learning in Oman. The data collected from 806 participants in 17 different Omani higher education institutions using a survey questionnaire. Some factors of perceived innovative characteristics, such as ease of use, usefulness, enjoyment, suitability, social, and economic were found to have more influence on learners’ adoption of M-learning which help to facilitate and promote future empirical research. This effort is part of funded research project that investigate the development, adoption, and dissemination of M-learning in Oman.</p>

Acceptance of E-Prescriptions and Automated Medication-Management Systems in Hospitals: An Extension of the Technology Acceptance Model

2012 ◽  
Vol 26 (1) ◽  
pp. 77-96 ◽  
Author(s):  
Tomás Escobar-Rodríguez ◽  
Pedro Monge-Lozano ◽  
Ma Mercedes Romero-Alonso
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Information Technologies ◽  
Medication Management ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Actual Usage ◽  
Acceptance Model

ABSTRACT The serious repercussions of heath care errors on patient safety have led hospitals to deploy corrective information technologies. Hospitals are moving away from traditional paper-based systems and focusing on designing new methods that reduce errors, using information technology to catalyze the reengineering process. This paper analyzes the intention of health care personnel (physicians and nurses) to use e-prescriptions and automated medication-management systems (EPAMMS), identifying influencing factors. Understanding these factors provides the opportunity to explore which actions might be carried out to boost adoption by potential users. The theoretical grounding for this research is the Technology Acceptance Model (TAM). TAM specifies the causal relationships between perceived usefulness, perceived ease of use, and actual usage behavior. The proposed model has seven constructs; we have generated 11 hypotheses from connections among these seven constructs. These constructs include perceived compatibility, perceived usefulness to enhance control systems, training, and perceived risks. Our results provide support for a number of relationships in the hypothesized model.

The Contribution of the Technology Acceptance Model for an Active Teaching and Learning Process in Higher Education

2020 ◽  
pp. 242-261 ◽  
Author(s):  
Paula Faustino ◽  
Dora Simões
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Ease Of Use ◽  
Perceived Ease Of Use ◽  
Active Teaching ◽  
Acceptance Model ◽  
Educational Field

Building up a more engaging and active teaching and learning experience is now crucial to face the challenges that the profile of today's digital learner requires. The relevance of digital technology in the educational field cannot be denied as many studies have been conducted and many frameworks have been developed trying to understand the advantages that digital tools can bring to education. This chapter presents a bibliometric analysis of scientific articles indexed at Scopus from the previous 10 years related to the use of the Technology Acceptance Model (TAM) in higher education. This resulted in the identification of the perspectives, digital technologies, methodologies, and developments in this field of research. It was possible to verify that the studies are more focused on the acceptance of technology from the perspective of the students and not so much on the perspective of the teachers. Along with the perceived ease of use and usefulness, self-efficacy is another variable to consider when accepting using technology.

scholarly journals Comparación de los LMS Moodle y CourseSites de Blackboard usando el modelo de aceptación tecnológica TAM / Comparison of LMS Moodle and Blackboard CourseSites using the technology acceptance model TAM

Ciencia Unemi ◽  
2015 ◽  
Vol 8 (16) ◽  
pp. 78
Author(s):  
Mariela Tapia Leon ◽  
Fabian Peñaherrera Larenas ◽  
Miguel Cedillo Fajardo
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Learning Management Systems ◽  
Ease Of Use ◽  
Statistical Hypothesis ◽  
Management Systems ◽  
Statistical Hypothesis Testing ◽  
Population Learning ◽  
Learning Management ◽  
Acceptance Model

Este artículo presenta un análisis comparativo de dos sistemas de gestión de aprendizaje Learning Management Systems (LMS): Moodle y CourseSites de Blackboard. El estudio se realizó para evaluar la aceptación de ambos sistemas por parte de los estudiantes, utilizando el Modelo de Aceptación de Tecnología (TAM). Este estudio analizó la aceptación de una herramienta tecnológica en los estudiantes. El TAM se basa en un cuestionario compuesto por seis variables y veintiocho preguntas. Concretamente se estudió una muestra representativa de estudiantes que utilizan ambos LMS para el desarrollo de sus actividades de clase, en la Facultad de Ciencias de la Ingeniería en la Universidad Estatal de Milagro. Con la aplicación de la teoría de la prueba de hipótesis de diferencia entre proporciones se evidenció, de manera estadística, que en la población analizada el aprendizaje es mejor en CourseSites que Moodle. Además, que CourseSites ofrece una mayor facilidad de uso y por lo tanto es más “amigable y divertido”. Por otra parte, los estudiantes se consideraron capaces de utilizar las dos herramientas. En general, este estudio muestra la conveniencia de adoptar CourseSites como una herramienta para el aprendizaje virtual. AbstractIn this article a comparative analysis of two learning management systems (LMS) is presented; Moodle and Blackboard CourseSites. A study was conducted using the Technology Acceptance Model (TAM) to evaluate the acceptability of each system amongst students. The TAM is based on a questionnaire composed of six variables and twenty questions. The authors worked with a representative sample of students using both LMS to carry out their class activities in the Faculty of Engineering at the Public University of Milagro in Ecuador. By applying the statistical hypothesis testing based on the theory of proportional difference it was revealed that in the analyzed population learning is better using CourseSites than Moodle. CourseSites offers greater ease of use and is thus more “friendly and fun. Students considered themselves capable of using both tools. In general, this study showed the desirability of adopting CourseSites as a tool for virtual learning.

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