Technológiaelfogadás a felsőoktatásban
Az interakcióigény és az önszabályozás hatása az online tanulási szándékra
DOI:
https://doi.org/10.14267/VEZTUD.2022.07.02Kulcsszavak:
technológiaelfogadás, online oktatás, UTAUT-2, személyes jellemzőkAbsztrakt
2020 tavaszán a COVID-19 vírus miatt kialakult járványhelyzet világszerte távoktatásra kényszerítette a felsőoktatásban dolgozókat és tanulókat, amely teljesen új tanítási és tanulási stratégiákat követelt a felsőoktatásban részt vevő egyénektől. A kutatás célja, hogy feltárja az oktatással kapcsolatos, online oktatás elfogadását befolyásoló személyes tulajdonságokat, tényezőket, mint a személyes interakció iránti igény vagy az önszabályozó tanulásra való képesség. Az UTAUT2 technológiaelfogadási modell változóit közvetítő hatásként bevonva vizsgálták a szerzők az online tanulás, mint technológia jövőbeni elfogadására való hajlandóságot. Kvantitatív kutatásukban 307 felsőoktatásban tanuló hallgatótól online kérdőív segítségével gyűjtött adatokat használtak fel hipotéziseik teszteléséhez. A strukturális egyenletek modellezéssel (SEM) való hipotézistesztelés után a várható teljesítmény és a hedonista motiváció változók direkt, míg az önszabályozó tanulás, valamint a személyes interakció igény változók indirekt módon hatottak az online tanulási szándékra. A várható szükséges erőfeszítés változó nem szignifikáns hatást gyakorol a végső, endogén változóra. A modellbe bevont öt konstrukció 66,4%-os varianciával magyarázza az online tanuláshoz vezető használati szándékot.
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