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Virtual Learning Environments in Higher Education: A Study of User Acceptance
Linköping University, Department of Computer and Information Science, EISLAB - Economic Information Systems. Linköping University, The Institute of Technology.
2007 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of the thesis was to create knowledge about factors influencing acceptance of virtual learning environments among academic staff and students in blended learning environments. The aim was operationalised by four research questions. To answer the research questions, several studies were performed applying the methods of survey study, conceptual-analytical research, a qualitative meta-analysis combined with a single case study and a comparative, explanatory case study. The empirical studies were performed at five universities in Sweden, Norway and Lithuania. In the thesis, a technology acceptance perspective extended with the perspectives of organisational learning and diffusion of innovations was used. The findings indicated that the contextual factor of culture was powerful in influencing acceptance of virtual learning environments, positively as well as negatively. High degrees of performance expectancy, results demonstrability and social influence affected acceptance of virtual learning environments positively. The degree of social influence was hypothesised to be mediated by the contextual factor of culture. The organisational culture of universities, expressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the virtual learning environments. The factor of students’ learning styles did not have any impact on acceptance of virtual learning environments. The original version of the technology acceptance model was found to be insufficient in explaining differences in acceptance of virtual learning environments. In the conclusions of the thesis, a descriptive and explanatory model of virtual learning environments acceptance among academic staff and students in blended learning environments is presented applying the combined perspectives of organisational learning, technology acceptance and diffusion of innovations. Implications for practice are put forward, emphasizing culture as an important factor to consider in the implementation of virtual learning environments.

Place, publisher, year, edition, pages
Institutionen för ekonomisk och industriell utveckling , 2007. , 137 p.
Series
Linköping Studies in Science and Technology. Dissertations, ISSN 0345-7524 ; 1114
Keyword [en]
e-learning, web-based learning, virtual learning environment, technology acceptance, organisational learning, diffusion of innovations
National Category
Information Science
Identifiers
URN: urn:nbn:se:liu:diva-9665ISBN: 978-91-83831-46-3 OAI: oai:DiVA.org:liu-9665DiVA: diva2:24073
Public defence
2007-10-01, Hörsal Planck, Fysikhuset, Campus Valla, Linköpings universitet, Linköping, 13:15 (English)
Opponent
Supervisors
Available from: 2007-09-21 Created: 2007-09-21 Last updated: 2009-05-05
List of papers
1. Students’ Perceptions of E-learning in University Education
Open this publication in new window or tab >>Students’ Perceptions of E-learning in University Education
2002 (English)In: Learning, Media and Technology, ISSN 1743-9884, Vol. 27, no 1-2, 55-67 p.Article in journal (Refereed) Published
Abstract [en]

This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e‐learning at the university. Advantages and disadvantages of e‐leaming were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e‐leaming system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e‐learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e‐leaming on campus than other students.

National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-14634 (URN)10.1080/1358165020270105 (DOI)
Available from: 2007-09-21 Created: 2007-09-21 Last updated: 2013-11-19
2. Virtual Learning Environments: Three Implementation Perspectives
Open this publication in new window or tab >>Virtual Learning Environments: Three Implementation Perspectives
2005 (English)In: Learning, Media and Technology, ISSN 1743-9884, Vol. 30, no 3, 299-311 p.Article in journal (Refereed) Published
Abstract [en]

Universities worldwide offer web-based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented: implementation as technology acceptance, implementation as diffusion of innovations and implementation as a learning process. These perspectives focus on the VLE as an information system within an organization, the university. The models reviewed offer an important complementary perspective to the pedagogical view of instructional design. The three implementation perspectives are compared and a conclusion is made concerning their implications of successful use and implementation of VLEs.

National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-14635 (URN)10.1080/17439880500250527 (DOI)
Available from: 2007-09-21 Created: 2007-09-21 Last updated: 2013-11-19
3. Do Learning Styles Matter in Online Education?
Open this publication in new window or tab >>Do Learning Styles Matter in Online Education?
2007 (English)In: Principles of Effective Online Learning, (Ed. Nicole Antoinette Buzzetto-More), Santa Rosa, California, USA: Informing Science , 2007, 121-135 p.Chapter in book (Other academic)
Abstract [en]

By providing a holistic overview of the theories, constructs, strategies, and decisions that affect e-learning enhanced by practical and easy to understand real word examples readers from beginning to intemediate levels will learn and be able to select from a variety of approaches in order to rethink and modify teaching practices in order to become more effective educators.

Place, publisher, year, edition, pages
Santa Rosa, California, USA: Informing Science, 2007
National Category
Information Science
Identifiers
urn:nbn:se:liu:diva-14636 (URN)1-932886-01-X (ISBN)978-1-932886-01-6 (ISBN)
Available from: 2007-09-21 Created: 2007-09-21 Last updated: 2013-08-16Bibliographically approved
4. Technology Acceptance in Academic Organisations: Implementation of Virtual Learning Environments
Open this publication in new window or tab >>Technology Acceptance in Academic Organisations: Implementation of Virtual Learning Environments
2006 (English)In: In Proceedings of the 14th European Conference on Information Systems, Gothenburg, Sweden., 2006Conference paper, Published paper (Other academic)
Abstract [en]

This paper presents findings from an ongoing cross-cultural study exploring implementation of VirtualLearning Environments (VLEs) in higher education. Semi-structured interviews were made with keypersonnel at three university departments providing public health education in Lithuania, Norway andSweden during 2004-2005. Technology acceptance in the context of the innovation decision processwas focused during the interviews. The data was analyzed from the perspectives of innovationdiffusion theory and Unified Theory of Acceptance and Use of Technology (UTAUT). Findings giveevidence that a high degree of performance expectancy among university staff seems to enhance theimplementation process. Factors found to obstruct the implementation process were: 1) the concept of“academic freedom” put forward as an argument for not using educational technology, and 2) anorganisational culture depicting teaching on campus as the ideal pedagogical approach.

Keyword
Technology Acceptance, Unified Theory of Acceptance and Use of Technology, Diffusion of innovations, Virtual Learning Environment
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-14637 (URN)
Available from: 2007-09-21 Created: 2007-09-21
5. Students’ Acceptance of E-learning Virtual Learning Environments
Open this publication in new window or tab >>Students’ Acceptance of E-learning Virtual Learning Environments
2007 (English)In: Proceedings of the 15th European Conference on Information Systems, St. Gallen, Switzerland, 2007, 395-406 p.Conference paper, Published paper (Other academic)
National Category
Information Science
Identifiers
urn:nbn:se:liu:diva-14638 (URN)
Available from: 2007-09-21 Created: 2007-09-21
6. User Acceptance of Virtual Learning Environments: A Case Study from Three Northern European Universities
Open this publication in new window or tab >>User Acceptance of Virtual Learning Environments: A Case Study from Three Northern European Universities
2007 (English)Article in journal (Refereed) Submitted
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-14639 (URN)
Available from: 2007-09-21 Created: 2007-09-21

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