dc.creator | Barrio García, Salvador del | es |
dc.creator | Arquero Montaño, José Luis | es |
dc.creator | Romero Frías, Esteban | es |
dc.date.accessioned | 2017-03-29T11:03:24Z | |
dc.date.available | 2017-03-29T11:03:24Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Barrio-García, S.d., Arquero Montaño, J.L. y Romero-Frías, E. (2015). Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions. Educational Technology & Society, 18 (3), 129-141. | |
dc.identifier.issn | 1436-4522 | es |
dc.identifier.issn | 1176-3647 | es |
dc.identifier.uri | http://hdl.handle.net/11441/56517 | |
dc.description.abstract | As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning using Web 2.0. This paper aims to analyse the factors (e-learning satisfaction and students’ perceptions, among others) that determine the intention of use of a PLE 2.0 initiative. The study in addition analyses the moderating role of the Need for Cognition (NFC) in the model. The results indicate that the model proposed has a high explanatory power of the intention to use a PLE 2.0 and gives support to the moderating role of NFC. The study discusses how this analysis can help to improve course designs by teachers. | es |
dc.format | application/pdf | es |
dc.language.iso | eng | es |
dc.publisher | International Forum of Educational Technology & Society | es |
dc.relation.ispartof | Educational Technology & Society, 18 (3), 129-141. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Learning experience | es |
dc.subject | Personal learning environment | es |
dc.subject | Learning satisfaction | es |
dc.subject | Need for cognition | es |
dc.subject | Open education | es |
dc.title | Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Contabilidad y Economía Financiera | es |
dc.relation.publisherversion | http://www.ifets.info/journals/18_3/10.pdf | es |
idus.format.extent | 12 p. | es |
dc.journaltitle | Educational Technology & Society | es |
dc.publication.volumen | 18 | es |
dc.publication.issue | 3 | es |
dc.publication.initialPage | 129 | es |
dc.publication.endPage | 141 | es |