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dc.creatorMartínez Torres, María del Rocío
dc.creatorToral, S. L.
dc.creatorBarrero, Federico
dc.creatorGallardo Vázquez, Sergio
dc.creatorArias Oliva, M.
dc.creatorTorres, T.
dc.date.accessioned2015-12-03T09:06:15Z
dc.date.available2015-12-03T09:06:15Z
dc.date.issued2008
dc.identifier.citationMartínez 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.issn0144-929Xes
dc.identifier.issn1362-3001es
dc.identifier.urihttp://hdl.handle.net/11441/31440
dc.description.abstractThe 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 tooles
dc.formatapplication/pdfes
dc.language.isoenges
dc.publisherTaylor & Francises
dc.relation.ispartofBehaviour & Information Technology, 27 (6), 495-505.
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectE-learninges
dc.subjectTechnology acceptance modeles
dc.subjectPartial least squarees
dc.titleA technological acceptance of e-learning tools used in practical and laboratory teaching, according to the European higher education areaes
dc.typeinfo:eu-repo/semantics/articlees
dcterms.identifierhttps://ror.org/03yxnpp24
dc.type.versioninfo:eu-repo/semantics/submittedVersiones
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Administración de Empresas y Comercialización e Investigación de Mercados (Marketing)es
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Ingeniería Electrónicaes
dc.relation.publisherversionhttp://www.tandfonline.com/doi/abs/10.1080/01449290600958965es
dc.identifier.doi10.1080/01449290600958965es
dc.publication.volumen27
dc.publication.issue6
dc.publication.initialPage495
dc.publication.endPage505
dc.identifier.idushttps://idus.us.es/xmlui/handle/11441/31440

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