Resumen del artículo:
Learning management systems (LMSs) have been launched in universities
and other schools. However, because the use of such technology in
schools is relatively new in the blended context, it is essential to
understand whether students will accept and continue to use it. In this
study, longitudinal latent growth modelling was used to examine the
relationship between changes to LMS use and belief, and satisfaction
with LMS among 1179 students, mostly between 12 and 13 years old, from
25 Hong Kong schools. Both LMS use and belief had positive linear growth
over time. We observed individual differences in the students’ initial
level of belief and the rate at which their belief changed. In addition,
individual differences in the students’ initial level of LMS use were
observed. However, there were no individual differences in their rate of
change for LMS use. The initial level of belief and increased LMS use
were directly associated with system and learning satisfaction with LMS.
Changes to LMS use mediated the relationship between changes to beliefs
and system and learning satisfaction with LMS.
https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12830
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