Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions

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...

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Detalles Bibliográficos
Autores: Barrio García, Salvador del, Arquero Montaño, José Luis, Romero Frías, Esteban
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2015
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/56517
Acceso en línea:http://hdl.handle.net/11441/56517
Access Level:acceso abierto
Palabra clave:Learning experience
Personal learning environment
Learning satisfaction
Need for cognition
Open education
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spelling Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptionsBarrio García, Salvador delArquero Montaño, José LuisRomero Frías, EstebanLearning experiencePersonal learning environmentLearning satisfactionNeed for cognitionOpen educationAs 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.International Forum of Educational Technology & SocietyContabilidad y Economía Financiera2015info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/11441/56517reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEducational Technology & Society, 18 (3), 129-141.http://www.ifets.info/journals/18_3/10.pdfinfo:eu-repo/semantics/openAccessoai:idus.us.es:11441/565172026-06-17T12:51:07Z
dc.title.none.fl_str_mv Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions
title Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions
spellingShingle Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions
Barrio García, Salvador del
Learning experience
Personal learning environment
Learning satisfaction
Need for cognition
Open education
title_short Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions
title_full Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions
title_fullStr Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions
title_full_unstemmed Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions
title_sort Personal learning environments acceptance model: the role of need for cognition, e-learning satisfaction and students’ perceptions
dc.creator.none.fl_str_mv Barrio García, Salvador del
Arquero Montaño, José Luis
Romero Frías, Esteban
author Barrio García, Salvador del
author_facet Barrio García, Salvador del
Arquero Montaño, José Luis
Romero Frías, Esteban
author_role author
author2 Arquero Montaño, José Luis
Romero Frías, Esteban
author2_role author
author
dc.contributor.none.fl_str_mv Contabilidad y Economía Financiera
dc.subject.none.fl_str_mv Learning experience
Personal learning environment
Learning satisfaction
Need for cognition
Open education
topic Learning experience
Personal learning environment
Learning satisfaction
Need for cognition
Open education
description 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.
publishDate 2015
dc.date.none.fl_str_mv 2015
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11441/56517
url http://hdl.handle.net/11441/56517
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Educational Technology & Society, 18 (3), 129-141.
http://www.ifets.info/journals/18_3/10.pdf
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv International Forum of Educational Technology & Society
publisher.none.fl_str_mv International Forum of Educational Technology & Society
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.300719

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