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Technology Acceptance and Performance in Online Learning Environments: Impact of Self-Regulation
This paper proposes a conceptual model that integrates the technology acceptance model with the self-regulation concept from social cognitive theory. The model explains the antecedents to perceived ease of use and perceived usefulness of online learning systems by learner self-regulatory processes and behaviors, personality differences, and extrinsic factors such as technical support, technology training, and equipment accessibility. Personality variables that are proposed to affect self-regulation and learners' perceived ease of use and perceived usefulness are conscientiousness, openness to experience, general self-efficacy, and risk propensity. Implications for future research and practice are discussed.
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More about this material
- Material Type:
- Open (Access) Journal-Article
- Date Added to MERLOT:
- July 16, 2014
- Date Modified in MERLOT:
- July 16, 2014
- Author:
- Filiz Tabak Nhung T. Nguyen, Towson University
- Submitter:
-
Barbra Bied Sperling
- Primary Audience:
- College General Ed, College Lower Division, College Upper Division, Graduate School
- Mobile Compatibility:
- Not specified at this time
- Technical Requirements:
- Adobe reader or web browser
- Language:
- English
- Cost Involved:
- No
- Source Code Available:
- No
- Creative Commons:
-
This work is licensed under a Attribution-NonCommercial-ShareAlike 3.0 United States
