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首页> 外文期刊>Telematics and Informatics >Business undergraduates' perceived use outcomes of Moodle in a blended learning environment: The roles of usability factors and external support
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Business undergraduates' perceived use outcomes of Moodle in a blended learning environment: The roles of usability factors and external support

机译：商科学生在混合学习环境中对Moodle的感知使用效果：可用性因素和外部支持的作用

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This study was designed to explore the effects or roles of usability factors (i.e., perceived ease of use, perceived usefulness, and satisfaction) and external support (i.e., teacher and peer support) on undergraduates' use outcomes of Moodle in a blended learning environment. The research hypotheses derived from relevant constructs taken from the technology acceptance model, information systems continuance model, and the theory of reasoned action. The study's dependent variable is use outcomes, which was conceptualized with factors such as academic performance, perceived learning assistance, and perceived impacts on learning. We conducted a cross-sectional survey and collected data from 126 undergraduate students attending a university in the Maritime region of Canada. The partial least squares technique was used to test the hypothesized relationships in the proposed research model. We found that usability factors have positive effects on students' use outcomes; contrarily to predictions teacher and peer support did not. The findings of the study offer useful insights that can help HE administrators gain an understanding of antecedent factors likely to enhance students' use outcomes of Moodle.
机译：这项研究旨在探讨在混合学习环境中，可用性因素（即，易用性，感知的实用性和满意度）和外部支持（即，老师和同伴的支持）的影响或作用对大学生使用Moodle的效果。研究假设源自相关构架，这些构架取材于技术接受模型，信息系统连续性模型和合理行动理论。这项研究的因变量是使用结局，其使用诸如学业表现，感知的学习帮助以及感知的学习影响等因素进行概念化。我们进行了横断面调查，并收集了来自加拿大海事地区一所大学的126名本科生的数据。偏最小二乘技术用于检验所提出研究模型中的假设关系。我们发现可用性因素对学生的使用效果有积极影响；与预测相反，老师和同伴的支持没有。这项研究的发现提供了有用的见解，可以帮助HE管理员了解可能会提高学生对Moodle的使用效果的前因。

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