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Lernwelt Hochschule. Dimensionen eines Bildungsbereichs im Umbruch

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ISBN: 9783110591026 Year: Pages: 227 DOI: 10.1515/9783110591026 Language: German
Publisher: De Gruyter
Subject: Information theory --- Library and Information Science
Added to DOAB on : 2020-05-08 10:44:00
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The college learning environment is in flux. The shift from teaching to learning entails extensive processes of change. A three-year research project conducted by the Learning Research Centers at the Stuttgart Media University studied this topic. This volume provides an exhaustive overview of current developments in the field. The book presents the results of academics research and documents good practice.

Zukunft Lernwelt Hochschule. Perspektiven und Optionen für eine Neuausrichtung

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ISBN: 9783110653663 Year: Pages: 287 DOI: 10.1515/9783110653663 Language: German
Publisher: De Gruyter
Subject: Library and Information Science
Added to DOAB on : 2020-07-17 18:36:55
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Based on the findings of the college learning environment research project, this book includes a range of articles on the future of colleges focusing on organization, didactics, digital structures and physical learning or teaching spaces. In the future, a critical task will be establishing colleges as unified or integrated learning environments.

Chapter: 'User Motivation and Technology Acceptance in Online Learning Environments' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings (Book chapter)

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Book Series: Lecture Notes in Computer Science ISSN: 0302-9743 / 1611-3349 ISBN: 9783319451527 9783319451534 Year: Pages: 5 DOI: 10.1007/978-3-319-45153-4_45 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-27 17:20:40
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Research on technology acceptance in educational contexts often shows little or no influence of user acceptance on use intention or use behavior. While recent attempts to factor in learners’ motivation appear promising, the problem of limited explanatory value of technology acceptance models remains. This paper further explores the relationship between motivational and acceptance factors in different learning contexts. Data (N = 673) from four studies conducted among users of two online learning environments at a major university in Germany are analyzed using a combined data set containing items relating to user motivation (according to Self-Determination Theory) and technology acceptance (according to the Unified Theory of Acceptance and Use of Technology). The data show significant differences in acceptance and motivational levels between these four groups, as well as a connection between acceptance and motivation. Implications of these results include a recommendation to revisit UTAUT assumptions and variables in future research.

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