Virtual Learning Environments: Extending the Technology Acceptance Model

Virtual Learning Environments: Extending the Technology Acceptance Model

As part of the ongoing renewal of teaching methodologies, universities are encouraging the use of virtual learning environments as a basic tool in face-to-face teaching settings, as they make it possible to personalize and introduce flexibility into education. The objective of this study is to provi...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Urquidi Martin, Ana Cristina, Calabor Prieto, María Sol, Tamarit Aznar, Carmen
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/1866
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id redie-article-1866
record_format ojs
spelling redie-article-18662020-12-11T18:01:47Z Virtual Learning Environments: Extending the Technology Acceptance Model Entornos virtuales de aprendizaje: modelo ampliado de aceptación de la tecnología Urquidi Martin, Ana Cristina Calabor Prieto, María Sol Tamarit Aznar, Carmen Virtual learning environments technology acceptance model higher education teaching methodology ICT. Entorno virtual de aprendizaje modelo de aceptación de la tecnología educación superior metodología didáctica TIC. As part of the ongoing renewal of teaching methodologies, universities are encouraging the use of virtual learning environments as a basic tool in face-to-face teaching settings, as they make it possible to personalize and introduce flexibility into education. The objective of this study is to provide empirical evidence on students’ perception of improvement in their learning by adopting and using virtual environments in traditional classroom settings, on the basis of an extended Technology Acceptance Model. The study population comprises 251 first-year students at the School of Economics of the University of Valencia (Universitat de València). The study results, obtained through structural equations, provide empirical evidence of a relationship in which perceived usefulness and subjective norms positively influence intention to use, which is a determining factor in students’ perceived learning. Dentro de la actual renovación de las metodologías docentes, las universidades están impulsando el uso de entornos virtuales de aprendizaje como una herramienta básica en la enseñanza presencial, ya que permite flexibilizar e individualizar la educación. El objetivo del presente trabajo es aportar evidencia empírica sobre la percepción que tienen los alumnos respecto a la mejora en su aprendizaje, al adoptar y utilizar entornos virtuales en la enseñanza presencial, a partir del Modelo de Aceptación de la Tecnología ampliado. La población objeto del estudio son 251 casos de estudiantes de primer grado de la Facultad de Economía de la Universitat de Valencia. Se ha evidenciado empíricamente, mediante los resultados obtenidos a través de ecuaciones estructurales, la relación e influencia positivas entre la utilidad percibida y la norma subjetiva hacia la variable intención de uso, siendo ésta determinante en el aprendizaje percibido por los estudiantes. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019-06-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/1866 10.24320/redie.2019.21.e22.1866 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 12 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 12 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1866/1780 https://redie.uabc.mx/index.php/redie/article/view/1866/1781 https://redie.uabc.mx/index.php/redie/article/view/1866/1812 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Urquidi Martin, Ana Cristina
Calabor Prieto, María Sol
Tamarit Aznar, Carmen
spellingShingle Urquidi Martin, Ana Cristina
Calabor Prieto, María Sol
Tamarit Aznar, Carmen
Virtual Learning Environments: Extending the Technology Acceptance Model
author_facet Urquidi Martin, Ana Cristina
Calabor Prieto, María Sol
Tamarit Aznar, Carmen
author_sort Urquidi Martin, Ana Cristina
title Virtual Learning Environments: Extending the Technology Acceptance Model
title_short Virtual Learning Environments: Extending the Technology Acceptance Model
title_full Virtual Learning Environments: Extending the Technology Acceptance Model
title_fullStr Virtual Learning Environments: Extending the Technology Acceptance Model
title_full_unstemmed Virtual Learning Environments: Extending the Technology Acceptance Model
title_sort virtual learning environments: extending the technology acceptance model
description As part of the ongoing renewal of teaching methodologies, universities are encouraging the use of virtual learning environments as a basic tool in face-to-face teaching settings, as they make it possible to personalize and introduce flexibility into education. The objective of this study is to provide empirical evidence on students’ perception of improvement in their learning by adopting and using virtual environments in traditional classroom settings, on the basis of an extended Technology Acceptance Model. The study population comprises 251 first-year students at the School of Economics of the University of Valencia (Universitat de València). The study results, obtained through structural equations, provide empirical evidence of a relationship in which perceived usefulness and subjective norms positively influence intention to use, which is a determining factor in students’ perceived learning.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2019
url https://redie.uabc.mx/index.php/redie/article/view/1866
_version_ 1715723565675839488

Ejemplares similares