کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
465306 697539 2016 8 صفحه PDF ندارد دانلود کنید
عنوان انگلیسی مقاله
E-learning system use and its outcomes: Moderating role of perceived compatibility
ترجمه فارسی عنوان
استفاده از سیستم یادگیری الکترونیکی و پیامدهای آن: نقش تعدیلی سازگاری ادراک شده
کلمات کلیدی
عملکرد تحصیلی؛ یادگیری الکترونیکی؛ سیستم های مدیریت یادگیری؛ کمک های یادگیری ادراک شده
موضوعات مرتبط
مهندسی و علوم پایه مهندسی کامپیوتر شبکه های کامپیوتری و ارتباطات
چکیده انگلیسی


• We investigated the moderating role of perceived compatibility.
• Compatibility moderates the relationship between e-learning use and academic performance.
• Compatibility does not moderate the relationship between e-learning use and learning assistance.
• Compatibility does not moderate the relationship between e-learning use and community building.

This paper explores the moderating role of perceived compatibility on the relationship between e-learning system use and its outcomes. We conceptualize e-learning outcomes using academic performance, perceived learning assistance, and perceived community building assistance. We further hypothesize that perceived compatibility moderates the relationships between e-learning system use and these outcome variables. The model was tested by collecting data from university students (n = 179) participating in hybrid courses using a popular learning management system, Moodle.The findings suggest that perceived compatibility moderates the relationship between e-learning system use and academic performance. However, it did not moderate the other two relationships, i.e. (1) the relationship between e-learning system use and perceived learning assistance, and (2) the relationship between e-learning system use and perceived community building assistance.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Telematics and Informatics - Volume 33, Issue 1, February 2016, Pages 48–55
نویسندگان
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