Considering the Fourth Quadrant Learning

This action research reports the experiences of introducing blended learning in the delivery of a post-graduate course to students in the university. The research conceptual framework is adapted from the technology acceptance model. The objective is to assess the level of acceptance of online learning and to document the attempts of the facilitator to create an independent, student-directed, and student-centered learning environment. This is the fourth quadrant learning typology. The research participants were a group of Masters in Education students who registered for the course “Strategies for Teaching and Learning.” Blended learning was introduced as a variant from the standard face-to-face instruction. This proved to be a valuable learning experience for both participants and lecturer. The perceived usefulness and perceived ease of use of online learning was not matched with the behavioral intention.

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Information ◽

10.3390/info10060198 ◽

2019 ◽

Vol 10 (6) ◽

pp. 198 ◽

Cited By ~ 4

Author(s):

Zhi Ji ◽

Zhenhua Yang ◽

Jianguo Liu ◽

Changrui Yu

Keyword(s):

Online Learning ◽

Online Education ◽

Technology Acceptance ◽

Structural Equation ◽

Research Field ◽

Ease Of Use ◽

Perceived Usefulness ◽

Perceived Ease Of Use ◽

Acceptance Model ◽

Facilitating Conditions

Understanding users’ continued usage intentions for online learning applications is significant for online education. In this paper, we explore a scale to measure users’ usage intentions of online learning applications and empirically investigate the factors that influence users’ continued usage intentions of online learning applications based on 275 participant data. Using the extended Technology Acceptance Model (TAM) and the Structural Equation Modelling (SEM), the results show that males or users off campus are more likely to use online learning applications; that system characteristics (SC), social influence (SI), and perceived ease of use (PEOU) positively affect the perceived usefulness (PU), with coefficients of 0.74, 0.23, and 0.04, which imply that SC is the most significant to the PU of online learning applications; that facilitating conditions (FC) and individual differences (ID) positively affect the PEOU, with coefficients of 0.72 and 0.37, which suggest that FC is more important to the PEOU of online learning applications; and that both PEOU and PU positively affect the behavioral intention (BI), with coefficients of 0.83 and 0.51, which indicate that PEOU is more influential than PU to users’ continued usage intentions of online learning applications. In particular, the output quality, perceived enjoyment, and objective usability are critical to the users’ continued usage intentions of online learning applications. This study contributes to the technology acceptance research field with a fast growing market named online learning applications. Our methods and results would benefit both academics and managers with useful suggestions for research directions and user-centered strategies for the design of online learning applications.

The Bricolage Approach of Teaching in a Blended Learning Environment

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v3i1.200 ◽

2012 ◽

Vol 3 (1) ◽

Author(s):

Betchie E. Aguinaldo

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Technology Acceptance ◽

Ease Of Use ◽

Perceived Usefulness ◽

Technological Innovations ◽

Perceived Ease Of Use ◽

Academic Institutions ◽

The proliferation of technology in various areas in our society can be compare to flowing water that supplies energy to each part of its system. In the field of education, technology pours its strength not only to the process of teaching and learning but also to the continuous improvement of delivery of education. Unfortunately, not all academic institutions are enjoying the benefits provided by technological innovations in education. Various academic institutions have been suffering for several years since the advent of technological innovations in education. Poor academic institutions are far left behind in this educational innovation. This study presented the development of Bricolage Approach of teaching using four types of ICT sustainability. Technology Acceptance Model (TAM) of Davis (1989) was adapted in this study using a customized blended learning environment tool to gauge the students’ acceptability of the Bricolage Approach of Teaching in a blended learning environment. The findings of the study resulted to the increase of students’ knowledge in e-learning tool. Furthermore, result demonstrated concrete evidence of students’ favorable acceptability of Bricolage Approach of teaching in a blended learning environment using TAM’s factor perceived usefulness, perceived ease of use, attitude towards usage and behavior intention to use. Keywords: Bricolage approach; Bricola; Blended learning; Technology Acceptance Model (TAM)

Determinants of Active Online Learning in the Smart Learning Environment: An Empirical Study with PLS-SEM

Sustainability ◽

10.3390/su13179923 ◽

2021 ◽

Vol 13 (17) ◽

pp. 9923

Author(s):

Shaofeng Wang ◽

Gaojun Shi ◽

Mingjie Lu ◽

Ruyi Lin ◽

Junfeng Yang

Keyword(s):

Online Learning ◽

Learning Environment ◽

Technology Acceptance ◽

Ease Of Use ◽

Perceived Usefulness ◽

Smart Learning Environment ◽

Smart Learning ◽

Intelligent Interaction ◽

A smart learning environment, featuring personalization, real-time feedback, and intelligent interaction, provides the primary conditions for actively participating in online education. Identifying the factors that influence active online learning in a smart learning environment is critical for proposing targeted improvement strategies and enhancing their active online learning effectiveness. This study constructs the research framework of active online learning with theories of learning satisfaction, the Technology Acceptance Model (TAM), and a smart learning environment. We hypothesize that the following factors will influence active online learning: Typical characteristics of a smart learning environment, perceived usefulness and ease of use, social isolation, learning expectations, and complaints. A total of 528 valid questionnaires were collected through online platforms. The partial least squares structural equation modeling (PLS-SEM) analysis using SmartPLS 3 found that: (1) The personalization, intelligent interaction, and real-time feedback of the smart learning environment all have a positive impact on active online learning; (2) the perceived ease of use and perceived usefulness in the technology acceptance model (TAM) positively affect active online learning; (3) innovatively discovered some new variables that affect active online learning: Learning expectations positively impact active online learning, while learning complaints and social isolation negatively affect active online learning. Based on the results, this study proposes the online smart teaching model and discusses how to promote active online learning in a smart environment.

Penerimaan mahasiswa terhadap pembelajaran daring selama pandemi Covid-19 dengan pendekatan Technology Acceptance Model

Jurnal Inovasi Teknologi Pendidikan ◽

10.21831/jitp.v8i2.39755 ◽

2021 ◽

Vol 8 (2) ◽

Author(s):

Nur Latifah ◽

Sulis Rokhmawanto ◽

Purwanto Purwanto ◽

Laili Syarifah

Keyword(s):

Online Learning ◽

Technology Acceptance ◽

Structural Equation ◽

Ease Of Use ◽

Perceived Usefulness ◽

Equation Modeling ◽

Intention To Use ◽

Test Results ◽

Perceived Ease Of Use ◽

Pandemi Covid-19 memberikan perubahan dalam proses pembelajaran di lembaga pendidikan termasuk pada pendidikan tinggi. Perubahan tersebut dapat dilihat dari pelaksanaan pembelajaran dalam satu tahun terakhir yang harus dilaksanakan secara daring. Pembelajaran daring dilaksanakan guna mendukung kebijakan pemerintah berupa Pembatasan Berskala Besar (PSBB). Para dosen telah berupaya melaksanakan pembelajaran daring dengan menggunakan berbagai aplikasi yang telah tersedia seperti zoom meeting, google meet, quiz dan aplikasi lainnya. Penelitian ini bertujuan untuk membuktikan secara empiris terkait intention to use dalam pembelajaran daring dengan attitude sebagai variabel mediasi. Data penelitian sebanyak 297 yang dikumpulkan secara daring. Responden penelitian merupakan mahasiswa aktif di berbagai perguruan tinggi yang ada di Kabupaten Magelang. Data penelitian dianalisis structural equation modeling dengan menggunakan software Smart PLS. Hasil pengujian membuktikan bahwa pedagogic competence, perceived ease of use dan perceived usefulness dapat mempengaruhi attitude. Hasil pengujian lainnya membuktikan perceived usefulness dan attitude berpengaruh terhadap intention to use, namun pedagogic competence tidak terbukti. Hasil pengujian pengaruh tidak langsung dapat diketahui bahwa attitude dapat memediasi hubungan antara pedagogic competence, perceived ease of use dan perceived usefulness terhadap intention to use.Student acceptance of online learning during the Covid-19 pandemic with the Technology Acceptance Model approach AbstractCovid-19 pandemic provided a change in the learning process in educational institutions included in higher education. These changes could be seen from the implementation of learning in the past year which should be implemented online. Online learning was be implemented to support government policies in the form of Large-Scale Restrictions (PSBB). The lecturers had made efforts to implement online learning by using various available applications such as zoom meetings, google meet, quizzes, and other applications. This study aims to prove empirically the intention to use online learning with attitude as a mediating variable. The research data were 297 collected online. Research respondents were active students in various universities in Magelang Regency. The research data were analyzed structural equation modeling using Smart PLS software. The test results prove that pedagogic competence, perceived ease of use, and perceived usefulness could affect attitude. Other test results prove that perceived usefulness and attitude had an effect on the intention to use, but pedagogic competence is not proven. The results of the indirect effect test show that attitude can mediate the relationship between pedagogic competence, perceived ease of use, and perceived usefulness for intention to use.

Using Technology Acceptance Model to Study Customers’ Perception Towards Green Banking

Think India ◽

10.26643/think-india.v22i3.8270 ◽

2019 ◽

Vol 22 (3) ◽

pp. 402-409

Author(s):

Deepak Shrivastava ◽

Apurva Shrivastava ◽

Gyan Prakash

Keyword(s):

Technology Acceptance ◽

Perceived Risk ◽

New Technology ◽

Banking System ◽

Point Of View ◽

Ease Of Use ◽

Perceived Usefulness ◽

Perceived Ease Of Use ◽

Tech-friendliness in this new era is an important quotient considered and the persons’ acceptance towards the technology frequency matters a lot. But still the frequency varies from person to person, this brought in the concept of Technology Acceptance Model given by Fred Davis in 1989. The theory of TAM is based on two theories that are Theory of Reasoned Action and Theory of Planned Behavior, TAM is extended version of these two. Green Banking is a new technology introduced by the banks that focuses on the growth of Sustainable development and Banking system too. Thus, banks ask their customers to use it or practice it in their daily life transactions. But every customer has their own point of view on the usage of Green banking. Thus, the research aims to understand the customers’ perception towards the Green Banking for this TAM is used. The research states that Perceived risk is the primary factor that is followed by perceived usefulness and perceived ease of use that impacts the decision to use green banking. Thus, the behavioral intention results in actual use of green banking usage for which people are trying to accept the new technology. So, the banks have earned points for creating awareness among their customers but still they have to work hard and clarify their customers’ problems and vanish that hitch that is stopping them to use green banking easily.

FACTORS AFFECTING THE ADOPTION OF ELECTRONIC MONEY USING TECHNOLOGY ACCEPTANCE MODEL AND THEORY OF PLANNED BEHAVIOR

Journal of Business Economics ◽

10.35760/eb.2019.v24i1.1858 ◽

2019 ◽

Vol 24 (1) ◽

pp. 100-113

Author(s):

Filona ◽

Misdiyono

Keyword(s):

Theory Of Planned Behavior ◽

Technology Acceptance ◽

Ease Of Use ◽

Perceived Usefulness ◽

Intention To Use ◽

Perceived Ease Of Use ◽

Electronic Money ◽

Factors Affecting ◽

With the rapid growth of information technology, electronic money has played an important and central role in the e-payment. Development of electronic money is able to create a trend less-cash society, which is a society’s behavior using non- cash transactions by utilizing the simplicity offered through electronic transactions. The purpose of this research is to determine the factors affecting the intention to use electronic money. We designed a questionnaire and used it to survey a simple random sampling of people who use of e-money in DKI Jakarta. The actual samples used for the study are 125 respondents. We analyzed the data using Structured Equation Modeling to evaluate the strength of the hypothesized effects. The result of the analysis showed that perceived ease of use has no significant effect on attitudes towards the use of e-money. Perceived ease of use has a significant effect on the perceived usefulness of e-money. Perceived usefulness has no significant effect on the intention to use e-money. Perceived usefulness has a significant effect on attitudes towards the use of e-money. Attitude has a significant effect on the intention to use e-money. Subjective norm has a significant effect on the intention to use e-money. Perceived behavioral control has no significant effect on the intention to use e-money. Keywords: electronic money, technology acceptance model, the theory of planned behavior.

Postgraduate Students’ Perceived E-Learning Acceptance

International Journal of Asian Business and Information Management ◽

10.4018/jabim.2013070105 ◽

2013 ◽

Vol 4 (3) ◽

pp. 51-60

Author(s):

M. R. K. N. Yatigammana ◽

Md. Gapar Md. Johar ◽

Chandra Gunawardhana

Keyword(s):

Technology Acceptance ◽

Ease Of Use ◽

Perceived Usefulness ◽

Relative Advantage ◽

Perceived Ease Of Use ◽

Postgraduate Students ◽

Geographically Dispersed ◽

Postgraduate Studies ◽

E Learning ◽

E-learning is a method of delivering knowledge using information technology and electronic media for the remote users. The advantages of e-learning method can be fully achieved with the postgraduate studies as majority of the postgraduate students are engaged in learning while they are working and also geographically dispersed due to the family and work life thus physically appearing for the lecture sessions are difficult to them. This paper attempts to develop a framework to measure the postgraduate students’ perceived technology acceptance by developing a modified version of the Technology Acceptance Model (TAM) which replaces perceived usefulness and perceived ease of use in the original model of TAM with relative advantage and complexity and incorporate other variables of trialability, observability, compatibility, psychological wellbeing and social influence of the students. The developed model is validated using 30 postgraduate students from Sri Lanka and thus this model can be used in future researchers to measure the perceived e-learning acceptance of postgraduate students.

Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic

Sustainability ◽

10.3390/su13105471 ◽

2021 ◽

Vol 13 (10) ◽

pp. 5471

Author(s):

Chuan-Yu Mo ◽

Te-Hsin Hsieh ◽

Chien-Liang Lin ◽

Yuan Qin Jin ◽

Yu-Sheng Su

Keyword(s):

Online Learning ◽

Technology Acceptance ◽

Family Support ◽

Online Teaching ◽

Ease Of Use ◽

Critical Factors ◽

Factors Affecting ◽

E Learning ◽

In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.

Perceptions Towards Integrating Desire2Learn System in EFL Teaching and Learning Processes

English Language Teaching ◽

10.5539/elt.v11n9p1 ◽

2018 ◽

Vol 11 (9) ◽

pp. 1

Author(s):

Eman Abdel-Reheem Amin ◽

Faiza Abdalla ELhussien Mohammed

Keyword(s):

Technology Acceptance ◽

Teaching And Learning ◽

English Language ◽

Learning Processes ◽

Ease Of Use ◽

Perceived Usefulness ◽

Perceived Ease Of Use ◽

Efl Teaching ◽

Teachers And Students ◽

This study applied the Technology Acceptance Model (TAM) in investigating teachers and students’ perceptions towards integrating the D2L system to enhance EFL teaching and learning processes at the English language department, Majmaah University. Two close-ended questionnaires were designed to measure the participants’ perceived ease of use, perceived usefulness, attitudes, and intentions to use D2L. To understand participants’ perceptions and the obstacles that may hinder their use of D2L, an interview with open-ended questions were conducted. Data from the questionnaires were analyzed using SPSS. Qualitative analysis of the interview data showed the frequencies and proportions of participants’ responses. The findings indicated that the D2L system is totally accepted by teachers and students. Few problems along with their suggested solutions were grouped, presented and discussed.

An Application of the Technology Acceptance Model to Individual Protective Measures (IPMs) Against Viruses

Cascade Journal of Knowledge ◽

10.46290/cjok000013 ◽

2021 ◽

pp. 0-7:51 minutes

Author(s):

Matti Haverila ◽

Salma Husain

Keyword(s):

Social Influence ◽

Technology Acceptance ◽

Structural Equation ◽

Ease Of Use ◽

Perceived Usefulness ◽

Protective Measures ◽

Influenza Pandemics ◽

Environmental Measures ◽

This presentation describes Technology Acceptance Model (TAM) when using individual protective measures (IPMs) against the spreading of viruses like COVID-19. The constructs in TAM are perceived usefulness, and ease of use, attitude towards the use of IPMs and the actual use as well as social influence, which were measured with relevant indicator variables. The statistical method used in the analysis was Partial Least Squares Structural Equation Modelling (PLS-SEM). IPMs include personal protective measures for everyday use (e.g., voluntary home isolation, respiratory etiquette, and hand hygiene); Personal protective measures for influenza pandemics (e.g., voluntary home quarantine, and use of face masks in community settings); and Environmental measures (e.g., routine cleaning of frequently touched surfaces). The results indicate that all relationships were significant also so that the effect sizes were large to medium with the exception of social influence -> perceived usefulness and social influence -> attitude towards usage.