L'EFFETTO MODERATORE DELLE DIFFERENZE DI GENERE SULL'ACCETTAZIONE DEI LEARNING MANAGEMENT SYSTEM: UN'ANALISI MULTI-GRUPPO
Barra laterale dell'articolo
Pubblicato:
Dec 30, 2019
Parole chiave:
Technology Acceptance Model (TAM), Differenze di Genere, Accettazione dei Learning Management System (LMSs), Medio Oriente, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
Nel settore educativo, l'influenza delle differenze di genere sull'atteggiamento degli utenti nei confronti delle tecnologie di apprendimento risulta essere motivo di preoccupazione nella letteratura esistente. La presente ricerca si propone di estendere il Technology Acceptance Model (TAM) nel contesto dell'e-learning e di indagare l’influenza del genere sull'adozione della tecnologia in un paese del Medio Oriente. Allo studio hanno preso parte 302 studenti universitari di informatica in una università pubblica in Iraq. Oltre alle variabili del TAM, nel modello proposto sono state integrate la soddisfazione percepita e l'autoefficacia dell'e-learning come fattori predittivi diretti dell'intenzione comportamentale verso l'accettazione dei Learning Management System (LMS). Inoltre, il divario di genere è stato incluso come fattore equilibrante della relazione tra i costrutti del modello. Il framework proposto spiega una buona varianza dell'intenzione comportamentale (53,1%). Le differenze di genere, tuttavia, hanno avuto solo un lieve effetto moderatore sul rapporto tra autoefficacia dell'e-learning e accettazione degli LMS. L'autoefficacia ha avuto un impatto maggiore sull'intenzione di usare gli LMS tra gli uomini che tra le donne. Vengono inoltre discusse le potenziali implicazioni della ricerca.
Dettagli dell'articolo
Sezione
Articoli - Argomenti vari
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Riferimenti bibliografici
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Ajzen, I., & Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behaviour. Englewood Cliffs, NJ, USA: Prentice-Hall.
Al-Adwan, A., Adwan, A. A., & Smedley, J. (2013). Exploring students acceptance of e-learning using technology acceptance model in jordanian universities. International Journal of Education and Development Using Information and Communication Technology, 9(2), 4–18.
Al-Ammari, J., & Ahmad, S. (2008). Factors influencing the adoption of e-learning at UOB. In International Conference and Exibition For Zaine e-Learning center, Manama, Bahrain, 1-10. Retrieved from https://www.researchgate.net/profile/Jaflah_Alammary2/publication/271199401_FACTORS_INFLUENCING_THE_ADOPTION_OF_E-LEARNING_AT_UOB/links/54c0b5b40cf21674ce9fd1bf.pdf
Al-Azawei, A. H. S. (2017). Modelling E-Learning Adoption: The Influence of Learning Style and Universal Learning Theories. Doctoral Dissertation, University of Reading, UK.
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2016). Barriers and opportunities of e-learning implementation in Iraq: A case of public universities. International Review of Research in Open and Distance Learning, 17(5), 126–146. doi: 10.19173/irrodl.v17i5.2501
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model ( TAM). Australasian Journal of Educational Technology, 33(2), 1–23. doi: 10.14742/ajet.2758
Al-Gahtani, S. S. (2016). Empirical investigation of e-learning acceptance and assimilation: A structural equation model. Applied Computing and Informatics, 12(1), 27–50. doi: 10.1016/j.aci.2014.09.001
Alshare, K. A., Mesak, H. I., Grandon, E. E., & Badri, M. A. (2011). Examining the moderating role of national culture on an extended technology acceptance model. Journal of Global Information Technology Management, 14(3), 27–53. doi: 10.1080/1097198X.2011.10856542
Al-Suqri, M. N. (2014). Perceived usefulness, perceived ease-of-use and faculty acceptance of electronic books: An empirical investigation of Sultan Qaboos University, Oman. Library Review, 63(4–5), 276–294. doi: 10.1108/LR-05-2013-0062
Ameen, N., & Willis, R. (2018). Towards closing the gender gap in Iraq: Understanding gender differences in smartphone adoption and use. Information Technology for Development, 1102, 1–26. doi: 10.1080/02681102.2018.1454877
Anderson, E. W., & Sullivan, M. W. (1993). The antecedents and consequences of customer satisfaction for firms. Marketing Science, 12(2), 125–143. doi: 10.1287/mksc.12.2.125
Bagozzi, R. P. (2007). The Lagacy of the Technology Acceptance Model and a Proposal for a Paradigm Shift. Journal of the Association for Information Systems, 8(4), 244–254.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. doi: 10.1016/0749-5978(91)90022-L
Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105(2017), 1–13. doi: 10.1016/j.compedu.2016.11.003
Chiu, C. M., Hsu, M. H., Sun, S. Y., Lin, T. C., & Sun, P. C. (2005). Usability, quality, value and e-learning continuance decisions. Computers & Education, 45(4), 399–416. doi: 10.1016/j.compedu.2004.06.001
Compton, D. M., Burkett, W. H., & Burkett, G. G. (2003). No sex difference in perceived competence of computer use among male and female college students in 2002. Psychological Reports, 92(2003), 503–511. doi: 10.2466/pr0.2003.92.2.503
Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results. [Doctoral Thesis, Wayne State University, Detroit, MI, USA]. Retrieved from http://dspace.mit.edu/handle/1721.1/15192
Davis, F. D., Bagozzi, R., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982–1003.
Emelyanova, N., & Voronina, E. (2014). Introducing a Learning Management System at a Russian University : Students ’ and Teachers ’ Perceptions. The International Review of Research in Open and Distance Learning, 15(1), 272–289. doi: 10.19173/irrodl.v15i1.1701
Gefen, D., & Straub, D. W. (1997). Gender differences in the perception and use of e-mail: An extension to the technology acceptance model. MIS Quarterly: Management Information Systems, 21(4), 389–400. doi: 10.2307/249720
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (six). Upper Saddle River, NJ, USA: Pearson Prentice Hall.
Hilao, M. P., & Wichadee, S. (2017). Gender Differences in Mobile Phone Usage for Language Learning , Attitude , and Performance. Turkish Online Journal of Distance Education, 18(2), 68–80. doi: 10.17718/tojde.306558
Kaya, Z. (2018, January 5). Gender equality in Iraq and Iraqi Kurdistan. Retrieved from http://blogs.lse.ac.uk/mec/2018/01/05/gender-equality-in-iraq-and-iraqi-kurdistan/
Khechine, H., Pascot, D., & Bytha, A. (2014). UTAUT model for blended learning: The role of gender and age in the intention to use webinars. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 33–52.
Lim, W. M. (2018). Dialectic antidotes to critics of the technology acceptance model: Conceptual, methodological, and replication treatments for behavioural modelling in technology-mediated environments. Australasian Journal of Information Systems, 22, 1–11. doi: 10.3127/ajis.v22i0.1651
Mikre, F. (2011). The Roles of Information Communication Technologies in Education Review Article with Emphasis to the Computer and Internet. Ethiopian Journal of Education and Sciences, 6(2).
Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816–829. doi: 10.1016/j.chb.2004.03.006
Pallant, J. (2013). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (Fifth edition). Maidenhead, UK: McGraw-Hill Education.
Peat, J. K., & Barton, B. (2005). Medical statistics: A guide to data analysis and critical appraisal (First edition). Malden, MA, USA: Blackwell.
Šumak, B., Heričko, M., & Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067–2077. doi: 10.1016/j.chb.2011.08.005
Szajna, B. (1996). Empirical evaluation of the revised technology acceptance model. Management Science, 42(1), 85–92.
Tarhini, A., Hassouna, M., & Abbasi, M. S. (2015). Towards the Acceptance of RSS to Support Learning : An empirical study to validate the Technology Acceptance Model in Lebanon. Electronic Journal of E-Learning, 13(1), 30–41.
Tarhini, A., Hone, K., & Liu, X. (2014a). The effects of individual differences on e-learning users’ behaviour in developing countries: A structural equation model. Computers in Human Behavior, 41, 153–163. doi: 10.1016/j.chb.2014.09.020
Tarhini, A. L. I., Hone, K., & Liu, X. (2014b). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. Educational Computing Research, 51(2), 163–184. doi: 10.2190%2FEC.51.2.b
Tarhini, A., Hone, K., Xiaohui, L., & Tarhini, T. (2017). Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model. Interactive Learning Environments, 25(3), 306-328. doi: 10.1080/10494820.2015.1122635
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302–312. doi: 10.1016/j.compedu.2008.08.006
UN Iraq. (2013, December 11). Women in Iraq Factsheet. Retrieved,from http://www.uniraq.org/index.php?option=com_k2&view=item&id=498:women-in-iraq-factsheet&Itemid=626&lang=en
Venkatesh, V., & Davis. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204. doi: 10.1287/mnsc.46.2.186.11926
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. doi: 10.2307/30036540
Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118. doi: 10.1111/j.1467-8535.2007.00809.x
Watson, B. W. R., & Watson, S. L. (2007). An argument for clarity: what are learning management systems, what are they not, and what should they become. TechTrends, 51(2), 28–34.
Weng, C., Tsai, C., & Weng, A. (2015). Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage. Australasian Journal of Educational Technology, 31(2), 177–192. doi: 10.14742/ajet.1311
Wong, K. T., Teo, T., & Russo, S. (2012). Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model. Australasian Journal of Educational Technology, 28(7), 1190–1207. doi: 10.14742/ajet.796
Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. The Academy of Management Review, 14(3), 361–384.
Wu, J.-H., Tennyson, R. D., & Hsia, T.-L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155–164. doi: 10.1016/j.compedu.2009.12.012
Yaseen, Z. K. (2013). Women Entrepreneurs : Challenges and Opportunities in the Arab World., UAE Case, 2(1), 43–48.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). New York, NY, USA: Springer Verlag. doi: 10.1007/978-3-642-69746-3_2
Ajzen, I., & Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behaviour. Englewood Cliffs, NJ, USA: Prentice-Hall.
Al-Adwan, A., Adwan, A. A., & Smedley, J. (2013). Exploring students acceptance of e-learning using technology acceptance model in jordanian universities. International Journal of Education and Development Using Information and Communication Technology, 9(2), 4–18.
Al-Ammari, J., & Ahmad, S. (2008). Factors influencing the adoption of e-learning at UOB. In International Conference and Exibition For Zaine e-Learning center, Manama, Bahrain, 1-10. Retrieved from https://www.researchgate.net/profile/Jaflah_Alammary2/publication/271199401_FACTORS_INFLUENCING_THE_ADOPTION_OF_E-LEARNING_AT_UOB/links/54c0b5b40cf21674ce9fd1bf.pdf
Al-Azawei, A. H. S. (2017). Modelling E-Learning Adoption: The Influence of Learning Style and Universal Learning Theories. Doctoral Dissertation, University of Reading, UK.
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2016). Barriers and opportunities of e-learning implementation in Iraq: A case of public universities. International Review of Research in Open and Distance Learning, 17(5), 126–146. doi: 10.19173/irrodl.v17i5.2501
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model ( TAM). Australasian Journal of Educational Technology, 33(2), 1–23. doi: 10.14742/ajet.2758
Al-Gahtani, S. S. (2016). Empirical investigation of e-learning acceptance and assimilation: A structural equation model. Applied Computing and Informatics, 12(1), 27–50. doi: 10.1016/j.aci.2014.09.001
Alshare, K. A., Mesak, H. I., Grandon, E. E., & Badri, M. A. (2011). Examining the moderating role of national culture on an extended technology acceptance model. Journal of Global Information Technology Management, 14(3), 27–53. doi: 10.1080/1097198X.2011.10856542
Al-Suqri, M. N. (2014). Perceived usefulness, perceived ease-of-use and faculty acceptance of electronic books: An empirical investigation of Sultan Qaboos University, Oman. Library Review, 63(4–5), 276–294. doi: 10.1108/LR-05-2013-0062
Ameen, N., & Willis, R. (2018). Towards closing the gender gap in Iraq: Understanding gender differences in smartphone adoption and use. Information Technology for Development, 1102, 1–26. doi: 10.1080/02681102.2018.1454877
Anderson, E. W., & Sullivan, M. W. (1993). The antecedents and consequences of customer satisfaction for firms. Marketing Science, 12(2), 125–143. doi: 10.1287/mksc.12.2.125
Bagozzi, R. P. (2007). The Lagacy of the Technology Acceptance Model and a Proposal for a Paradigm Shift. Journal of the Association for Information Systems, 8(4), 244–254.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, USA: Prentice-Hall.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. doi: 10.1016/0749-5978(91)90022-L
Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105(2017), 1–13. doi: 10.1016/j.compedu.2016.11.003
Chiu, C. M., Hsu, M. H., Sun, S. Y., Lin, T. C., & Sun, P. C. (2005). Usability, quality, value and e-learning continuance decisions. Computers & Education, 45(4), 399–416. doi: 10.1016/j.compedu.2004.06.001
Compton, D. M., Burkett, W. H., & Burkett, G. G. (2003). No sex difference in perceived competence of computer use among male and female college students in 2002. Psychological Reports, 92(2003), 503–511. doi: 10.2466/pr0.2003.92.2.503
Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results. [Doctoral Thesis, Wayne State University, Detroit, MI, USA]. Retrieved from http://dspace.mit.edu/handle/1721.1/15192
Davis, F. D., Bagozzi, R., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982–1003.
Emelyanova, N., & Voronina, E. (2014). Introducing a Learning Management System at a Russian University : Students ’ and Teachers ’ Perceptions. The International Review of Research in Open and Distance Learning, 15(1), 272–289. doi: 10.19173/irrodl.v15i1.1701
Gefen, D., & Straub, D. W. (1997). Gender differences in the perception and use of e-mail: An extension to the technology acceptance model. MIS Quarterly: Management Information Systems, 21(4), 389–400. doi: 10.2307/249720
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (six). Upper Saddle River, NJ, USA: Pearson Prentice Hall.
Hilao, M. P., & Wichadee, S. (2017). Gender Differences in Mobile Phone Usage for Language Learning , Attitude , and Performance. Turkish Online Journal of Distance Education, 18(2), 68–80. doi: 10.17718/tojde.306558
Kaya, Z. (2018, January 5). Gender equality in Iraq and Iraqi Kurdistan. Retrieved from http://blogs.lse.ac.uk/mec/2018/01/05/gender-equality-in-iraq-and-iraqi-kurdistan/
Khechine, H., Pascot, D., & Bytha, A. (2014). UTAUT model for blended learning: The role of gender and age in the intention to use webinars. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 33–52.
Lim, W. M. (2018). Dialectic antidotes to critics of the technology acceptance model: Conceptual, methodological, and replication treatments for behavioural modelling in technology-mediated environments. Australasian Journal of Information Systems, 22, 1–11. doi: 10.3127/ajis.v22i0.1651
Mikre, F. (2011). The Roles of Information Communication Technologies in Education Review Article with Emphasis to the Computer and Internet. Ethiopian Journal of Education and Sciences, 6(2).
Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816–829. doi: 10.1016/j.chb.2004.03.006
Pallant, J. (2013). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (Fifth edition). Maidenhead, UK: McGraw-Hill Education.
Peat, J. K., & Barton, B. (2005). Medical statistics: A guide to data analysis and critical appraisal (First edition). Malden, MA, USA: Blackwell.
Šumak, B., Heričko, M., & Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067–2077. doi: 10.1016/j.chb.2011.08.005
Szajna, B. (1996). Empirical evaluation of the revised technology acceptance model. Management Science, 42(1), 85–92.
Tarhini, A., Hassouna, M., & Abbasi, M. S. (2015). Towards the Acceptance of RSS to Support Learning : An empirical study to validate the Technology Acceptance Model in Lebanon. Electronic Journal of E-Learning, 13(1), 30–41.
Tarhini, A., Hone, K., & Liu, X. (2014a). The effects of individual differences on e-learning users’ behaviour in developing countries: A structural equation model. Computers in Human Behavior, 41, 153–163. doi: 10.1016/j.chb.2014.09.020
Tarhini, A. L. I., Hone, K., & Liu, X. (2014b). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. Educational Computing Research, 51(2), 163–184. doi: 10.2190%2FEC.51.2.b
Tarhini, A., Hone, K., Xiaohui, L., & Tarhini, T. (2017). Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model. Interactive Learning Environments, 25(3), 306-328. doi: 10.1080/10494820.2015.1122635
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302–312. doi: 10.1016/j.compedu.2008.08.006
UN Iraq. (2013, December 11). Women in Iraq Factsheet. Retrieved,from http://www.uniraq.org/index.php?option=com_k2&view=item&id=498:women-in-iraq-factsheet&Itemid=626&lang=en
Venkatesh, V., & Davis. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204. doi: 10.1287/mnsc.46.2.186.11926
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. doi: 10.2307/30036540
Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118. doi: 10.1111/j.1467-8535.2007.00809.x
Watson, B. W. R., & Watson, S. L. (2007). An argument for clarity: what are learning management systems, what are they not, and what should they become. TechTrends, 51(2), 28–34.
Weng, C., Tsai, C., & Weng, A. (2015). Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage. Australasian Journal of Educational Technology, 31(2), 177–192. doi: 10.14742/ajet.1311
Wong, K. T., Teo, T., & Russo, S. (2012). Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended technology acceptance model. Australasian Journal of Educational Technology, 28(7), 1190–1207. doi: 10.14742/ajet.796
Wood, R., & Bandura, A. (1989). Social cognitive theory of organizational management. The Academy of Management Review, 14(3), 361–384.
Wu, J.-H., Tennyson, R. D., & Hsia, T.-L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education, 55(1), 155–164. doi: 10.1016/j.compedu.2009.12.012
Yaseen, Z. K. (2013). Women Entrepreneurs : Challenges and Opportunities in the Arab World., UAE Case, 2(1), 43–48.