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A Technological Acceptance of E-Learning Tools Used in Practical and Laboratory Teaching, According to the European Higher Education Area

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Bibliographic Details
Title: A Technological Acceptance of E-Learning Tools Used in Practical and Laboratory Teaching, According to the European Higher Education Area
Language: English
Authors: Martinez-Torres, M. R., Toral, S. L. Marin, Garcia, F. Barrero, Vazquez, S. Gallardo, Oliva, M. Arias, Torres, T.
Source: Behaviour & Information Technology. Nov 2008 27(6):495-505.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Student Attitudes, Lifelong Learning, Laboratories, Internet, Electronic Learning, Foreign Countries, Educational Technology, Models, Student Surveys, Student Motivation, Correlation, Least Squares Statistics, Predictive Measurement, Predictive Validity, Predictor Variables, Intention, Student Behavior, Computer Simulation, Integrated Learning Systems, Computer Peripherals, Hypothesis Testing, Content Validity, College Students
DOI: 10.1080/01449290600958965
ISSN: 0144-929X
Abstract: The application of scientific tools to analyse the use of Internet-based e-learning tools in academic settings is in general an ignored area. E-learning tools are actually an emergent topic as a result of the new ideas introduced by the European Higher Education Area. Lifelong learning, or the promotion of student initiative, is the new paradigm of a learner-centred education. In this context, e-learning tools can represent an effective way of supporting this new trend in education. Assuming the premise that successful use of these web-based tools depends primarily on a user's behaviour, the objective of this research is to examine the technology acceptance model (TAM) of web-based e-learning tools used in practical and laboratory teaching. The research hypotheses derived from this model have empirically been validated using the responses to a survey on e-learning usage among 220 users. These responses have been examined through partial least square. The obtained results strongly support the extended TAM in predicting a student's intention to use e-learning and define a set of external variables with a significant influence in the original TAM variables. Surprisingly, perceived ease of use did not posit a significant impact on student attitude or intention towards e-learning tool usage. Therefore, early evaluation of e-learning material is considered essential to providing a framework for further improvements of the tool. (Contains 2 figures, 3 tables, and 1 note.)
Abstractor: As Provided
Number of References: 60
Entry Date: 2008
Accession Number: EJ818880
Database: ERIC
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Abstract:The application of scientific tools to analyse the use of Internet-based e-learning tools in academic settings is in general an ignored area. E-learning tools are actually an emergent topic as a result of the new ideas introduced by the European Higher Education Area. Lifelong learning, or the promotion of student initiative, is the new paradigm of a learner-centred education. In this context, e-learning tools can represent an effective way of supporting this new trend in education. Assuming the premise that successful use of these web-based tools depends primarily on a user's behaviour, the objective of this research is to examine the technology acceptance model (TAM) of web-based e-learning tools used in practical and laboratory teaching. The research hypotheses derived from this model have empirically been validated using the responses to a survey on e-learning usage among 220 users. These responses have been examined through partial least square. The obtained results strongly support the extended TAM in predicting a student's intention to use e-learning and define a set of external variables with a significant influence in the original TAM variables. Surprisingly, perceived ease of use did not posit a significant impact on student attitude or intention towards e-learning tool usage. Therefore, early evaluation of e-learning material is considered essential to providing a framework for further improvements of the tool. (Contains 2 figures, 3 tables, and 1 note.)
ISSN:0144-929X
DOI:10.1080/01449290600958965