dc.creator | Martínez Torres, María del Rocío | |
dc.creator | Toral, S. L. | |
dc.creator | Barrero, Federico | |
dc.creator | Gallardo Vázquez, Sergio | |
dc.creator | Arias Oliva, M. | |
dc.creator | Torres, T. | |
dc.date.accessioned | 2015-12-03T09:06:15Z | |
dc.date.available | 2015-12-03T09:06:15Z | |
dc.date.issued | 2008 | |
dc.identifier.citation | Martínez Torres, M.d.R., Toral, S.L., Barrero, F., Gallardo Vázquez, S., Arias Oliva, M. y Torres, T. (2008). A technological acceptance of e-learning tools used in practical and laboratory teaching, according to the European higher education area. Behaviour & Information Technology, 27 (6), 495-505. | |
dc.identifier.issn | 0144-929X | es |
dc.identifier.issn | 1362-3001 | es |
dc.identifier.uri | http://hdl.handle.net/11441/31440 | |
dc.description.abstract | The application of scientific tools to analyse the use of Internet-based e-learning tools in academic settings is in
general an ignored area. E-learning tools are actually an emergent topic as a result of the new ideas introduced by the
European Higher Education Area. Lifelong learning, or the promotion of student initiative, is the new paradigm of a
learner-centred education. In this context, e-learning tools can represent an effective way of supporting this new
trend in education. Assuming the premise that successful use of these web-based tools depends primarily on a user’s
behaviour, the objective of this research is to examine the technology acceptance model (TAM) of web-based elearning
tools used in practical and laboratory teaching. The research hypotheses derived from this model have
empirically been validated using the responses to a survey on e-learning usage among 220 users. These responses
have been examined through partial least square. The obtained results strongly support the extended TAM in
predicting a student’s intention to use e-learning and define a set of external variables with a significant influence in
the original TAM variables. Surprisingly, perceived ease of use did not posit a significant impact on student attitude
or intention towards e-learning tool usage. Therefore, early evaluation of e-learning material is considered essential
to providing a framework for further improvements of the tool | es |
dc.format | application/pdf | es |
dc.language.iso | eng | es |
dc.publisher | Taylor & Francis | es |
dc.relation.ispartof | Behaviour & Information Technology, 27 (6), 495-505. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | E-learning | es |
dc.subject | Technology acceptance model | es |
dc.subject | Partial least square | es |
dc.title | A technological acceptance of e-learning tools used in practical and laboratory teaching, according to the European higher education area | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/submittedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Administración de Empresas y Comercialización e Investigación de Mercados (Marketing) | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Ingeniería Electrónica | es |
dc.relation.publisherversion | http://www.tandfonline.com/doi/abs/10.1080/01449290600958965 | es |
dc.identifier.doi | 10.1080/01449290600958965 | es |
dc.publication.volumen | 27 | |
dc.publication.issue | 6 | |
dc.publication.initialPage | 495 | |
dc.publication.endPage | 505 | |
dc.identifier.idus | https://idus.us.es/xmlui/handle/11441/31440 | |