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On the use of extended TAM to assess students' acceptance and intent to use third‐generation learning management systems
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Salvador Ros Roberto Hernández Agustín Caminero Antonio Robles Isabel Barbero Araceli Maciá Francisco Pablo Holgado 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1250-1271
Service‐oriented e‐learning platforms can be considered as a third generation of learning management systems (LMSs). As opposed to the previous generations, consisting of ad hoc solutions and traditional LMS, this new technology contemplates e‐learning systems as services that can be integrated into different learning scenarios. This paper shows that the flexibility of these systems allows building personal learning environments and proposes the use of an extended technology acceptance model (TAM) to assess the acceptance and intention to use a third generation of LMS. To fit and validate the service‐oriented e‐learning platforms acceptance model, structural equation modeling and path analysis have been implemented. The results point out that the intention to use this third‐generation LMS is determined by the gadgets and container design, both of which are structural elements of this technology. Finally, it is also shown that previous experience does not determine the use intention of this technology. 相似文献
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Claire Tourmen Otilia Holgado Jean-françois Métral Patrick Mayen Paul Olry 《Vocations and Learning》2017,10(3):343-364
Different theories of learning have been used in vocational education studies and Piaget is a common source of reference. Our intent is to present a specific and original way in which the Piagetian theory of schèmes has been developed since the 1990s in studies called “vocational didactics”. Developed in French-speaking countries and mostly unknown to an international audience, this approach offers a specific use of Jean Piaget’s theory of learning, which has been applied to adult learning and vocational education. We will first develop the theoretical foundation of the theory of schèmes as developed by Vergnaud (1989, Recherches en didactique des mathématiques, 10(2–3), 133–170, 1990, 1996, 2001) and others after Piaget (1947). Then, we will present the methodological perspective of this approach. We will finally present significant research results to illustrate outcomes and practical implications for vocational training. 相似文献
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Maya-Jariego Isidro Holgado Daniel González-Tinoco Elena Castaño-Muñoz Jonatan Punie Yves 《Educational technology research and development : ETR & D》2020,68(1):203-224
Educational technology research and development - Participants in massive open online courses show a wide variety of motivations. This has been studied with the elaboration of classifications of... 相似文献
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