Araştırma Makalesi
BibTex RIS Kaynak Göster

Öğrenme Yönetim Sistemi Kullanımının Teknoloji Kabul Modeli Kapsamında İncelenmesi: Anadolu Üniversitesi Örneği

Yıl 2021, Cilt: 13 Sayı: 24, 503 - 522, 30.06.2021
https://doi.org/10.38155/ksbd.886333

Öz

Gelişen bilgi teknolojileri, internete kolay ve hızlı erişim olanakları sunmaktadır. İnternetin sağladığı önemli olanaklardan biri de bilgi aktarımıdır. Öğrenme yönetim sistemleri sayesinde kurumlar, internet üzerinden öğrencilere eş zamanlı veya eş zamansız olarak bilgi aktarımı yapabilmektedir. Bir öğrenme yönetim sistemi olan Anadolum eKampüs ise Blackboard işletim sistemi üzerinden çalışmaktadır. Bu çalışmanın amacı, öğrencilerin öğrenme yönetim sistemi kullanımlarına yönelik niyet ve davranışlarını ortaya çıkartmaktır. Teknolojinin kabulüne ilişkin bir modelden (UTAUT2) yararlanılan çalışmada, Anadolu Üniversitesi uzaktan öğretim öğrencileri araştırma evreni olarak belirlenmiştir. Bu kapsamda toplam 7575 öğrenciden çevrimiçi anket ile veriler elde edilmiştir. Çalışma sonucunda, öğrencilerin eKampüs’e yönelik niyetlerini performans beklentisi, kolaylaştırıcı koşullar ve alışkanlıkların etkilediği belirlenmiştir. Çalışmanın öğrenme yönetim sisteminin işlevlerinin ortaya konması bakımından literatüre katkı sağlayacağı düşünülmektedir. 

Destekleyen Kurum

Anadolu Üniversitesi Bilimsel Araştırma Projeleri

Proje Numarası

1704E084

Kaynakça

  • Ain, N., Kaur, K. ve Waheed, M. (2016). The influence of learning value on Learning Management System use: An extension of UTAUT2. Information Development, 32 (5), 1306-1321.
  • Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50 (2), 179-211.
  • Ajzen, I. ve Fishbein, M. (2005). The influence of attitudes on behavior. The Handbook of Attitudes, 173 (221).
  • Alalwan, A. A., Dwivedi, Y. K. ve Rana, N. P. (2017). Factors influencing adoption of mobile banking by Jordanian bank customers: Extending UTAUT2 with trust. International Journal of Information Management, 37 (3), 99-110.
  • Alharbi, S. ve Drew, S. (2014). Using the Technology Acceptance Model in understanding academics’ behavioural intention to use Learning Management Systems. International Journal of Advanced Computer Science and Applications, 5 (1), 143-155.
  • Alias, N. A. ve Zainuddin, A. M. (2005). Innovation for better teaching and learning: Adopting the Learning Management System. Malaysian Online Journal of Instructional Technology, 2 (2), 27-40.
  • Andreasen, L. B. ve Buhl, M. (2010). E-ASEM white paper: e-learning for lifelong learning, Kim Bowon (Ed), Korea National Open University Press: Korea (s.29-104).
  • Atik, E. (2015). Turizmde akıllı telefon kullanımının Teknoloji Kabul Modeli kapsamında değerlendirilmesi (Yüksek Lisans Tezi). Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
  • Bağcı, K. ve Çelik, H. E. (2018). Examination of factors affecting continuance intention to use web-based Distance Learning System via Structural Equation Modelling. Eurasian Journal of Educational Research, 18(78), 43-66.
  • Baker-Eveleth, L., Eveleth, D. M., O'Neill, M. ve Stone, R. W. (2006). Enabling laptop exams using secure software: Applying the Technology Acceptance Model. Journal of Information Systems Education, 17 (4), 413.
  • Beatty, B. ve Ulasewicz, C. (2006). Faculty perspectives on moving from Blackboard to the Moodle Learning Management System. TechTrends, 50 (4), 36-45.
  • Brown, S. A. ve Venkatesh, V. (2005). Model of adoption of technology in households: A baseline model test and extension ıncorporating household life cycle. MIS Quarterly, 29 (3), 399-426.
  • Brown, S. A., Dennis, A. R. ve Venkatesh, V. (2010). Predicting collaboration technology use: Integrating technology adoption and collaboration research. Journal of Management Information Systems, 27 (2), 9-54.
  • Cheung, R. ve Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An Extension of the Technology Acceptance Model for E-learning. Computers & Education, 63, 160-175.
  • Clark, R. C. ve Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, San Francisco: Pfeiffer.
  • Çelik, K. ve Sökmen, A. (2018). Uzaktan eğitime devam etme niyetinin anlaşılması: Genişletilmiş Teknoloji Kabul Modeli. Yönetim, Ekonomi ve Pazarlama Araştırmaları Dergisi, 2(3), 1-23.
  • Dagger, D., O'Connor, A., Lawless, S., Walsh, E. ve Wade, V. P. (2007). Service-oriented e-learning platforms: From monolithic systems to flexible services. IEEE Internet Computing, 11 (3), 28-35.
  • Dalsgaard, C. (2006). Social software: E-learning beyond Learning Management Systems. European Journal of Open, Distance and E-Learning, 9 (2).
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of ınformation technology. MIS Quarterly, 13 (3), 319-340.
  • Efiloğlu Kurt, Ö. (2015). Üniversite öğrencilerinin uzaktan eğitime bakış açılarının teknoloji kabul modeli ve bilgi sistemleri başarı modeli entegrasyonu ile belirlenmesi. Uluslararası Alanya İşletme Fakültesi Dergisi, 7(3), 223-234.
  • Eraslan Yalcin, M. Kutlu, B. (2019). Examination of students' acceptance of and intention to use Learning Management Systems using Extended TAM. British Journal of Educational Technology, 50(5), 2414-2432.
  • Eren, A. ve Kaya, M. D. (2017). Üniversite öğrencilerinin uzaktan eğitim sistemine bakış açılarının teknoloji kabul modeli ile incelenmesi. Sosyal Bilimler Enstitüsü Dergisi, 1(35), 203-222.
  • Fathema, N., Shannon, D. ve Ross, M. (2015). Expanding The Technology Acceptance Model (TAM) to examine faculty use of learning Management Systems (LMSs) In Higher Education Institutions. Journal of Online Learning & Teaching, 11 (2), 210-232.
  • Fornall, C., Tellis, G. J. ve Zinkhan, G. M. (1982). Validity assessment: A structural equations approach using Partial Least Squares. Proceedings of the American Marketing Association Educators’ Conference, 48, 405-409.
  • Gautreau, C. (2011). Motivational factors affecting the integration of a Learning Management System by faculty. Journal of Educators Online, 8 (1), 1-25.
  • Hair, J. F., Black, W. C., Babin, B. J. ve Anderson, R. E. (2014). Multivariate data analysis. Pearson New International Edition.
  • Henderson, A. J. (2003). The e-learning question and answer book: A survival guide for trainers and business managers. AMACOM.
  • Jamal, H. ve Shanaah, A. (2011). The role of Learning Management Systems in educational environments: An exploratory case study. Master Thesis in Information: Linnaeus University.
  • Kakasevski, G., Mihajlov, M., Arsenovski, S. ve Chungurski, S. (2008). Evaluating usability in Learning Management System Moodle. In 2008-30th International Conference on Information Technology Interfaces, 613-618, Cavtat: Croatia.
  • Lewis, C. C., Fretwell, C. E., Ryan, J. ve Parham, J. B. (2013). Faculty use of established and emerging technologies in higher education: A Unified Theory of Acceptance and use of technology perspective. International Journal of Higher Education, 2 (2), 22-34.
  • Masrom, M. (2007). Technology Acceptance Model and e-learning. Technology, 21 (24), 1-10. McGill, T. J. ve Klobas, J. E. (2009). A task–technology fit view of Learning Management System Impact. Computers & Education, 52 (2), 496-508.
  • Miyazoe, T. (2008). LMS-based EFL blended learning: Blackboard vs. Moodle. In JALT 2007 Conference Proceedings, Tokyo: JALT.
  • Nanayakkara, C. (2007). A model of user acceptance of Learning Management Systems: A study within tertiary institutions in New Zealand. The International Journal of Learning, 13 (12), 223-232.
  • Raman, A. ve Don, Y. (2013). Preservice teachers' acceptance of Learning Management Software: An application of the UTAUT2 Model. International Education Studies, 6 (7), 157-164.
  • Rapuano, S. ve Zoino, F. (2006). A Learning Management System including laboratory experiments on measurement instrumentation. IEEE Transactions on Instrumentation and Measurement, 55 (5), 1757-1766.
  • Rogers, E. M. (1983). The innovation-decision process. Diffusion of Innovations, 5, 168-218.
  • Saruhan, Ş. C. ve Özdemirci, A. (2011). Bilim, felsefe ve metodoloji, İstanbul: Beta Basım A.Ş.
  • Šumak, B., HeričKo, M. ve 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.
  • Van Thuong, V. ve Van Tu, P. (2018). Students’ learning management system in some universities of education in Vietnam: Facts and solutions. American Journal of Educational Research, 6 (7), 1009-1015.
  • Venkatesh, V. ve Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46 (2), 186-204.
  • Venkatesh, V., Morris, M. G., Davis, G. B. ve Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27 (3), 425-478.
  • Venkatesh, V., Thong, J. Y. ve Xu, X. (2012). Consumer acceptance and use of information technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36 (1), 157-178.
  • Wang, Q., Woo, H. L., Quek, C. L., Yang, Y. ve Liu, M. (2012). Using the Facebook group as a Learning Management System: An exploratory study. British Journal of Educational Technology, 43 (3), 428-438.
  • Weaver, D., Spratt, C. ve Nair, C. S. (2008). Academic and student use of a Learning Management System: Implications for quality. Australasian Journal of Educational Technology, 24 (1), 30-41.
  • Wood R. ve Payne T. (1998), Competency based recruitment and selection, London: Wiley Publication.
  • Xu, X. (2014). Understanding users’ continued use of online games: An Application of UTAUT2 in social network games. The Sixth International Conferences on Advances in Multimedia, 58-65, France: Nice.
  • Yörük, T., Akar, N. ve Erdoğan, H. (2020). Öğrenme yönetim sistemi kullanımını etkileyen faktörlerin Genişletilmiş Teknoloji Kabul Modeli çerçevesinde Yapısal Eşitlik Modeli ile analizi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 21 (2), 431-449.
  • Yueh, H. P. ve Hsu, S. (2008). Designing a Learning Management System to support instruction. Communications of the ACM, 51 (4), 59-63.
  • Yuen, A. H. ve Ma, W. W. (2008). Exploring teacher acceptance of e-learning technology. Asia Pacific Journal of Teacher Education, 36 (3), 229-243.
  • 2018-2019 Öğretim Yılı Mayıs Öğrenci Sayıları. (2018, 5 Mayıs). Erişim Adresi: https://www.anadolu.edu.tr/universitemiz/sayilarla-universitemiz/ogrenci-sayilari/2018-2019/mayis-2019.

Examination of the Use of Learning Management System within the Scope of Technology Acceptance Model: The Case of Anadolu University

Yıl 2021, Cilt: 13 Sayı: 24, 503 - 522, 30.06.2021
https://doi.org/10.38155/ksbd.886333

Öz

Developing information technologies offer easy and fast access to the Internet. One of the important opportunities provided by the Internet is the transfer of information. By the help of the learning management systems, institutions can transfer information to students on the internet synchronous or asynchronous. Anadolum eKampüs, a learning management system, works on Blackboard operating system. The aim of this study is to reveal the students' intentions and behaviors towards learning management system. In this study, which uses a model for the acceptance of technology (UTAUT2), Anadolu University distance education students are determined as the research universe. In this context, data were collected from a total of 7575 students by online questionnaire. As a result of the study, it was determined that the students' intentions towards eCampus affected from performance expectations, facilitating conditions and habits. It is thought that the study will contribute to the literature in terms of revealing the functions of learning management system. 

Proje Numarası

1704E084

Kaynakça

  • Ain, N., Kaur, K. ve Waheed, M. (2016). The influence of learning value on Learning Management System use: An extension of UTAUT2. Information Development, 32 (5), 1306-1321.
  • Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50 (2), 179-211.
  • Ajzen, I. ve Fishbein, M. (2005). The influence of attitudes on behavior. The Handbook of Attitudes, 173 (221).
  • Alalwan, A. A., Dwivedi, Y. K. ve Rana, N. P. (2017). Factors influencing adoption of mobile banking by Jordanian bank customers: Extending UTAUT2 with trust. International Journal of Information Management, 37 (3), 99-110.
  • Alharbi, S. ve Drew, S. (2014). Using the Technology Acceptance Model in understanding academics’ behavioural intention to use Learning Management Systems. International Journal of Advanced Computer Science and Applications, 5 (1), 143-155.
  • Alias, N. A. ve Zainuddin, A. M. (2005). Innovation for better teaching and learning: Adopting the Learning Management System. Malaysian Online Journal of Instructional Technology, 2 (2), 27-40.
  • Andreasen, L. B. ve Buhl, M. (2010). E-ASEM white paper: e-learning for lifelong learning, Kim Bowon (Ed), Korea National Open University Press: Korea (s.29-104).
  • Atik, E. (2015). Turizmde akıllı telefon kullanımının Teknoloji Kabul Modeli kapsamında değerlendirilmesi (Yüksek Lisans Tezi). Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
  • Bağcı, K. ve Çelik, H. E. (2018). Examination of factors affecting continuance intention to use web-based Distance Learning System via Structural Equation Modelling. Eurasian Journal of Educational Research, 18(78), 43-66.
  • Baker-Eveleth, L., Eveleth, D. M., O'Neill, M. ve Stone, R. W. (2006). Enabling laptop exams using secure software: Applying the Technology Acceptance Model. Journal of Information Systems Education, 17 (4), 413.
  • Beatty, B. ve Ulasewicz, C. (2006). Faculty perspectives on moving from Blackboard to the Moodle Learning Management System. TechTrends, 50 (4), 36-45.
  • Brown, S. A. ve Venkatesh, V. (2005). Model of adoption of technology in households: A baseline model test and extension ıncorporating household life cycle. MIS Quarterly, 29 (3), 399-426.
  • Brown, S. A., Dennis, A. R. ve Venkatesh, V. (2010). Predicting collaboration technology use: Integrating technology adoption and collaboration research. Journal of Management Information Systems, 27 (2), 9-54.
  • Cheung, R. ve Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An Extension of the Technology Acceptance Model for E-learning. Computers & Education, 63, 160-175.
  • Clark, R. C. ve Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, San Francisco: Pfeiffer.
  • Çelik, K. ve Sökmen, A. (2018). Uzaktan eğitime devam etme niyetinin anlaşılması: Genişletilmiş Teknoloji Kabul Modeli. Yönetim, Ekonomi ve Pazarlama Araştırmaları Dergisi, 2(3), 1-23.
  • Dagger, D., O'Connor, A., Lawless, S., Walsh, E. ve Wade, V. P. (2007). Service-oriented e-learning platforms: From monolithic systems to flexible services. IEEE Internet Computing, 11 (3), 28-35.
  • Dalsgaard, C. (2006). Social software: E-learning beyond Learning Management Systems. European Journal of Open, Distance and E-Learning, 9 (2).
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of ınformation technology. MIS Quarterly, 13 (3), 319-340.
  • Efiloğlu Kurt, Ö. (2015). Üniversite öğrencilerinin uzaktan eğitime bakış açılarının teknoloji kabul modeli ve bilgi sistemleri başarı modeli entegrasyonu ile belirlenmesi. Uluslararası Alanya İşletme Fakültesi Dergisi, 7(3), 223-234.
  • Eraslan Yalcin, M. Kutlu, B. (2019). Examination of students' acceptance of and intention to use Learning Management Systems using Extended TAM. British Journal of Educational Technology, 50(5), 2414-2432.
  • Eren, A. ve Kaya, M. D. (2017). Üniversite öğrencilerinin uzaktan eğitim sistemine bakış açılarının teknoloji kabul modeli ile incelenmesi. Sosyal Bilimler Enstitüsü Dergisi, 1(35), 203-222.
  • Fathema, N., Shannon, D. ve Ross, M. (2015). Expanding The Technology Acceptance Model (TAM) to examine faculty use of learning Management Systems (LMSs) In Higher Education Institutions. Journal of Online Learning & Teaching, 11 (2), 210-232.
  • Fornall, C., Tellis, G. J. ve Zinkhan, G. M. (1982). Validity assessment: A structural equations approach using Partial Least Squares. Proceedings of the American Marketing Association Educators’ Conference, 48, 405-409.
  • Gautreau, C. (2011). Motivational factors affecting the integration of a Learning Management System by faculty. Journal of Educators Online, 8 (1), 1-25.
  • Hair, J. F., Black, W. C., Babin, B. J. ve Anderson, R. E. (2014). Multivariate data analysis. Pearson New International Edition.
  • Henderson, A. J. (2003). The e-learning question and answer book: A survival guide for trainers and business managers. AMACOM.
  • Jamal, H. ve Shanaah, A. (2011). The role of Learning Management Systems in educational environments: An exploratory case study. Master Thesis in Information: Linnaeus University.
  • Kakasevski, G., Mihajlov, M., Arsenovski, S. ve Chungurski, S. (2008). Evaluating usability in Learning Management System Moodle. In 2008-30th International Conference on Information Technology Interfaces, 613-618, Cavtat: Croatia.
  • Lewis, C. C., Fretwell, C. E., Ryan, J. ve Parham, J. B. (2013). Faculty use of established and emerging technologies in higher education: A Unified Theory of Acceptance and use of technology perspective. International Journal of Higher Education, 2 (2), 22-34.
  • Masrom, M. (2007). Technology Acceptance Model and e-learning. Technology, 21 (24), 1-10. McGill, T. J. ve Klobas, J. E. (2009). A task–technology fit view of Learning Management System Impact. Computers & Education, 52 (2), 496-508.
  • Miyazoe, T. (2008). LMS-based EFL blended learning: Blackboard vs. Moodle. In JALT 2007 Conference Proceedings, Tokyo: JALT.
  • Nanayakkara, C. (2007). A model of user acceptance of Learning Management Systems: A study within tertiary institutions in New Zealand. The International Journal of Learning, 13 (12), 223-232.
  • Raman, A. ve Don, Y. (2013). Preservice teachers' acceptance of Learning Management Software: An application of the UTAUT2 Model. International Education Studies, 6 (7), 157-164.
  • Rapuano, S. ve Zoino, F. (2006). A Learning Management System including laboratory experiments on measurement instrumentation. IEEE Transactions on Instrumentation and Measurement, 55 (5), 1757-1766.
  • Rogers, E. M. (1983). The innovation-decision process. Diffusion of Innovations, 5, 168-218.
  • Saruhan, Ş. C. ve Özdemirci, A. (2011). Bilim, felsefe ve metodoloji, İstanbul: Beta Basım A.Ş.
  • Šumak, B., HeričKo, M. ve 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.
  • Van Thuong, V. ve Van Tu, P. (2018). Students’ learning management system in some universities of education in Vietnam: Facts and solutions. American Journal of Educational Research, 6 (7), 1009-1015.
  • Venkatesh, V. ve Davis, F. D. (2000). A theoretical extension of the Technology Acceptance Model: Four longitudinal field studies. Management Science, 46 (2), 186-204.
  • Venkatesh, V., Morris, M. G., Davis, G. B. ve Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27 (3), 425-478.
  • Venkatesh, V., Thong, J. Y. ve Xu, X. (2012). Consumer acceptance and use of information technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36 (1), 157-178.
  • Wang, Q., Woo, H. L., Quek, C. L., Yang, Y. ve Liu, M. (2012). Using the Facebook group as a Learning Management System: An exploratory study. British Journal of Educational Technology, 43 (3), 428-438.
  • Weaver, D., Spratt, C. ve Nair, C. S. (2008). Academic and student use of a Learning Management System: Implications for quality. Australasian Journal of Educational Technology, 24 (1), 30-41.
  • Wood R. ve Payne T. (1998), Competency based recruitment and selection, London: Wiley Publication.
  • Xu, X. (2014). Understanding users’ continued use of online games: An Application of UTAUT2 in social network games. The Sixth International Conferences on Advances in Multimedia, 58-65, France: Nice.
  • Yörük, T., Akar, N. ve Erdoğan, H. (2020). Öğrenme yönetim sistemi kullanımını etkileyen faktörlerin Genişletilmiş Teknoloji Kabul Modeli çerçevesinde Yapısal Eşitlik Modeli ile analizi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 21 (2), 431-449.
  • Yueh, H. P. ve Hsu, S. (2008). Designing a Learning Management System to support instruction. Communications of the ACM, 51 (4), 59-63.
  • Yuen, A. H. ve Ma, W. W. (2008). Exploring teacher acceptance of e-learning technology. Asia Pacific Journal of Teacher Education, 36 (3), 229-243.
  • 2018-2019 Öğretim Yılı Mayıs Öğrenci Sayıları. (2018, 5 Mayıs). Erişim Adresi: https://www.anadolu.edu.tr/universitemiz/sayilarla-universitemiz/ogrenci-sayilari/2018-2019/mayis-2019.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Avni Barış Baraz 0000-0002-2577-4542

Emre Atik 0000-0001-9302-3794

Ezgi Atik 0000-0001-7960-1463

Proje Numarası 1704E084
Yayımlanma Tarihi 30 Haziran 2021
Gönderilme Tarihi 27 Şubat 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 13 Sayı: 24

Kaynak Göster

APA Baraz, A. B., Atik, E., & Atik, E. (2021). Öğrenme Yönetim Sistemi Kullanımının Teknoloji Kabul Modeli Kapsamında İncelenmesi: Anadolu Üniversitesi Örneği. Karadeniz Sosyal Bilimler Dergisi, 13(24), 503-522. https://doi.org/10.38155/ksbd.886333