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Virtual learning environments in higher education: a study of students' acceptance of educational technology
Linköping University, Department of Computer and Information Science, EISLAB - Economic Information Systems. Linköping University, The Institute of Technology.
2005 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

Virtual Learning Environments (VLEs) are fundamental tools for flexible learning in higher education, used in distance education as well as a complement to teaching on campus (blended learning). VLEs imply changing roles for both teachers and students. The general aim of this thesis is to explore and analyse students- acceptance of VLEs in a blended learning environment.

In the explorative part of the study data were collected by means of a questionnaire distributed to students at two schools at Jönköping University College. Quantitative data were processed in factor analysis and multiple regression analysis and additional qualitative data in content analysis. The conceptual-analytical part of the study aimed at identifying perspectives that could describe critical and relevant aspects of the process of implementation and acceptance. Literature from Organisation Theory, Management and Information Systems Research was analysed. A retrospective analysis of the explorative findings, by means of the theoretical framework from the conceptual-analytical part of the study, focused on explanation of the findings.

This thesis gives rise to three main conclusions. First, organisational factors seem to have a stronger impact on students- acceptance of VLEs in a blended learning environment than user factors. Second, Implementation models from Information Systems Research and Organisation Theory contribute to our understanding of students- acceptance of VLEs by providing concepts describing the implementation process on both individual and organisational level. Third, the theoretical models of Unified Theory of Acceptance and Use of Technology and Innovation Diffusion Theory are able to explain differences in students- acceptance of VLEs. The Learning Process Perspective obtains concepts to study the possibilities of learning about the VLE in a formal and informal way. Finally, a research model for students- acceptance of VLEs in a blended learning environment is presented.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet , 2005. , 93 p.
Series
Linköping Studies in Science and Technology. Thesis, ISSN 0280-7971 ; 1167
National Category
Computer Science
Identifiers
URN: urn:nbn:se:liu:diva-33206Local ID: 19193ISBN: 91-85299-56-1 (print)OAI: oai:DiVA.org:liu-33206DiVA: diva2:254029
Presentation
2005-06-03, John von Neumann, Hus B, Linköpings Universitet, Linköping, 13:15 (Swedish)
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2013-11-19
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

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Keller, Christina

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