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Understanding University Students' Behavioral Intention to Use Edmodo through the Lens of an Extended Technology Acceptance Model
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Unal, Erhan; Uzun, Ahmet Murat – British Journal of Educational Technology, 2021
Educational social network sites have many uses in the field of education. The present paper aims to determine factors influencing students' behavioral intention to use a popular educational social network site, Edmodo. Using an extension of the technology acceptance model, we analyzed quantitative responses of 218 university students, registered…
Descriptors: College Students, Intention, Social Media, Technology Integration
"I Am Fine with Any Technology, as Long as It Doesn't Make Trouble, so That I Can Concentrate on My Study": A Case Study of University Students' Attitude Strength Related to Educational Technology Acceptance
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Nistor, Nicolae; Stanciu, Dorin; Lerche, Thomas; Kiel, Ewald – British Journal of Educational Technology, 2019
Technology acceptance models presuppose that technology users have clearly defined attitudes toward technology, which is not necessarily true. Complementary, social-psychological research proposes attitude strength (AS), a construct that has been so far insufficiently examined in the context of technology acceptance. Attitudes toward technology…
Descriptors: Foreign Countries, Undergraduate Students, Computer Attitudes, Student Attitudes
Situational Interest, Computer Self-Efficacy and Self-Regulation: Their Impact on Student Engagement in Distance Education
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Sun, Jerry Chih-Yuan; Rueda, Robert – British Journal of Educational Technology, 2012
This study investigates possible relationships among motivational and learning variables (interest, self-efficacy and self-regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall…
Descriptors: Learner Engagement, Electronic Learning, Self Efficacy, Gerontology
Combined Longitudinal Effects of Attitude and Subjective Norms on Student Outcomes in a Web-Enhanced Course: A Structural Equation Modelling Approach
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Sivo, Stephen A.; Pan, Cheng-Chang; Hahs-Vaughn, Debbie L. – British Journal of Educational Technology, 2007
Factors affecting the student use of a course management system in a web-enhanced course are investigated using the technology acceptance model. Represented in the present study is the second phase of the analysis, with a focus on the causal relationship of subjective norms to student attitudes towards WebCT and their effect on three dependent…
Descriptors: Student Attitudes, Online Courses, Structural Equation Models, Web Based Instruction