Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
An empirical investigation linking learners’ adoption of blended learning to their intention of full e-learning. |
| Συγγραφείς: |
Al-Busaidi, Kamla Ali |
| Πηγή: |
Behaviour & Information Technology; Nov2013, Vol. 32 Issue 11, p1168-1176, 9p |
| Θεματικοί όροι: |
Alternative education, Information resources management, Intention, Learning strategies, Questionnaires, Scale analysis (Psychology), Data analysis software |
| Γεωγραφικοί όροι: |
Oman |
| Περίληψη: |
Learning management system (LMS) is playing a major role in higher academic institutions worldwide. Even though full e-learning is becoming a feasible strategy for a number of institutions in the world, some institutions, especially those in developing countries, are resisting a full e-learning environment. Consequently, these academic institutions initially adopt LMS for blended learning to assess their readiness for full e-learning transformation. There are a number of studies that investigate the determinants of full e-learning, but very limited studies investigate the link between learners’ perception of blended learning and full e-learning. The objective of this study was to link learners’ adoption (perceived ease of use, perceived usefulness (PU) and satisfaction) of LMS in blended learning and their personal characteristics (self-efficacy, technology experience and personal innovativeness) to their intention to use full e-learning. Data were collected through a questionnaire from 512 learners in Oman. The study found that personal innovativeness, PU and satisfaction of LMS in blended learning are significant to learners’ intention to engage in full e-learning. Thus, learners’ adoption of LMS in blended learning boosts their intention to full e-learning. The results provide useful insights for practitioners and researchers on full e-learning planning and strategy. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: |
Complementary Index |