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首页> 外文期刊>The international journal of information and learning technology >Intention to adopt online learning: The effects of perceived value and moderating roles of personality traits
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Intention to adopt online learning: The effects of perceived value and moderating roles of personality traits

机译：采用在线学习的意图：人格特征的感知价值和调节作用的影响

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Purpose - Personality traits and perceived value have been the focus for research in online learning adoption. However, there is a lack of understanding of how the effects of perceived value on online learning adoption vary according to the different personality traits and the levels of a personality trait. This study explores the moderating roles of the Big Five personality traits (i.e. neuroticism, extroversion, conscientiousness, openness to experience, and agreeableness) in the relationships between the perceived value (i.e. value for money, quality, emotional value, and social value) and intention to study online courses. Design/methodology/approach - A survey questionnaire was used to collect data from university students. This study used the partial least squares structural equation modeling (PLS-SEM) method to measure the quality of the formative and reflective constructs and examine the moderating effects of the five personality traits in four models. The regression of intention to study online courses on the perceived value at the different levels of a personality trait was analyzed by the simple slope analysis approach. Findings - The study found that particular personality traits moderate the relationships between the perceived value and intention to study online courses. Neuroticism and openness to experience have the moderating effects on the relationship between perceived value for money and intention to study online courses. Neuroticism is the only personality trait that moderates the effect of perceived emotional value on intention to study online courses. In addition, the different levels of a personality trait differentially moderate the effects of the perceived value on intention to study online courses. Originality/value - This study is considered among the first research attempting to explore the moderating roles of the Big Five personality traits in the context of online learning adoption. It bridges the research gap in online learning literature and generalizes the impacts of perceived value on online learning adoption to the different personality traits and the levels of a personality trait. The results provide guidance for educational institutions to develop an effective online learning strategy by creating and communicating the right value propositions to the right group of students based on their personality traits.
机译：目的 - 人格特征和感知价值一直是在线学习采用研究的重点。然而，缺乏了解在线学习采用的效果如何根据不同的人格特征和人格特质的水平而变化。本研究探讨了大五个人格特征的调节作用（即神经质，提升，争议，开放，经验，令人满意的开放性，以及令人满意的人），在感知价值（即金额，质量，情绪价值和社会价值）和社会价值之间的关系中在线课程的意图。设计/方法/方法 - 调查问卷用于从大学生收集数据。本研究使用了部分最小二乘结构方程建模（PLS-SEM）方法来测量形成性和反射构建的质量，并检查四种模型中五个人格性状的调节效果。通过简单的坡度分析方法分析了对不同层次的不同层次的感知价值进行在线课程的意图。调查结果 - 研究发现，特定的个性特征适度地在学习在线课程的感知价值与意图之间的关系。神经质和开放的经历具有对金钱与学习在线课程的意图的感知价值之间的关系的温度影响。神经质是唯一的个性特质，使感知情绪价值的效果适应在线课程的意图。此外，个性特质的不同层次差异地调节感知价值的效果，了解在线课程的意图。原创性/价值 - 本研究被认为是在在线学习采用的背景下探讨大五个人格特质的调节作用的第一次研究中。它弥补了在线学习文学中的研究差距，并概括了在线学习对不同人格特征和人格特质水平的影响。结果为教育机构提供了指导，通过创建和沟通基于其性格特征的合适的学生群体的正确价值主张来制定有效的在线学习策略。

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