دانلود مقاله ISI انگلیسی شماره 100501
ترجمه فارسی عنوان مقاله

ادامه تحصیلات دانشجویی از سیستم مدیریت یادگیری استفاده: اکتشاف طولی

عنوان انگلیسی
Student continuance of learning management system use: A longitudinal exploration
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
100501 2018 27 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Computers & Education, Volume 120, May 2018, Pages 241-253

ترجمه کلمات کلیدی
یادگیری الکترونیکی، مدیریت سیستم مدیریت ادامه، آموزش متوسطه مدل پذیرش فناوری، انتظار تایید مدل،
کلمات کلیدی انگلیسی
E-learning; Learning management systems continuance; Secondary education; Technology acceptance model; Expectation-confirmation model;
پیش نمایش مقاله
پیش نمایش مقاله  ادامه تحصیلات دانشجویی از سیستم مدیریت یادگیری استفاده: اکتشاف طولی

چکیده انگلیسی

Although previous research into technology acceptance has been conducted in organisational and higher education contexts on a range of technologies, no study has provided an understanding of junior school students' e-learning technologies acceptance via a longitudinal approach. This study proposed a two-stage model drawn from the technology acceptance model and the expectation-confirmation model to explain and predict young school students' continued use of learning management systems (LMSs). The hypothesized model was examined with a three-wave longitudinal survey of 1182 junior secondary students from 25 Hong Kong secondary schools. The results of a structural equation modelling analysis of the survey data confirm the hypothesized model. The results show that although perceived ease of use is not significantly related to the intention to use an LMS at the initial use stage, its relationships with the intention to use an LMS and satisfaction with an LMS use become stronger in later use stages. In contrast, though perceived usefulness has the strongest relationship with intention and satisfaction, these relationships become weaker over time. In addition to user beliefs, students' LMS use is also significantly related to satisfaction. The results also support the effect of satisfaction in predicting LMS continuance intention. Explanations of these findings are discussed. The findings provide future directions for studies on young school students’ e-learning technologies acceptance and empirical evidences for practitioners to better promote LMS in school curricula.