Datum
2017-01-10Schlagwort
004 Informatik 300 Sozialwissenschaften, Soziologie Computerunterstütztes LernenE-LearningLernenLernsoftwareVerwendungMetadata
Zur Langanzeige
Aufsatz![](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Individual Appropriation of Learning Management Systems — Antecedents and Consequences
Zusammenfassung
IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the task-technology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology-mediated learning processes while also making a practical contribution by deriving implications for LMS application.
Zitierform
In: AIS Transactions on Human-Computer Interaction Volume 9 / Issue 3 (2017-01-10) , S. 173-201 ; EISSN 1944-3900Zusätzliche Informationen
Link zur Zeitschrift: https://aisel.aisnet.org/thci/vol9/iss3/1/Zitieren
@article{doi:10.17170/kobra-202011042077,
author={Janson, Andreas and Söllner, Matthias and Leimeister, Jan Marco},
title={Individual Appropriation of Learning Management Systems — Antecedents and Consequences},
journal={AIS Transactions on Human-Computer Interaction},
year={2017}
}
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2020-12-07T10:23:45Z 2020-12-07T10:23:45Z 2017-01-10 doi:10.17170/kobra-202011042077 http://hdl.handle.net/123456789/12100 Link zur Zeitschrift: https://aisel.aisnet.org/thci/vol9/iss3/1/ eng Urheberrechtlich geschützt https://rightsstatements.org/page/InC/1.0/ technology-mediated learning e-learning learning process faithfulness of appropriation learning management systems 004 300 Individual Appropriation of Learning Management Systems — Antecedents and Consequences Aufsatz IT support in the learning process constitutes a key factor for the success of innovative teaching/learning scenarios. To ensure learning success in innovative teaching/learning scenarios, learners need to faithfully apply learning management systems (LMS). However, we lack theoretical insights into which factors affect whether they do so. To help solve this issue, we first used adaptive structuration theory to identify antecedents and consequences regarding faithful LMS appropriation and embed them into a theoretical model. Second, we conducted a survey study with 173 participants to evaluate the model. The results show that the perceived IT support, interactivity, and the task-technology fit significantly affect the degree to which learners faithfully apply a LMS. Moreover, the results indicate that faithful appropriation is a significant indicator of the learning process satisfaction as well as perceived learning success. The present paper thus theoretically contributes to the scientific discussion concerning technology-mediated learning processes while also making a practical contribution by deriving implications for LMS application. open access Janson, Andreas Söllner, Matthias Leimeister, Jan Marco Computerunterstütztes Lernen E-Learning Lernen Lernsoftware Verwendung publishedVersion EISSN 1944-3900 Issue 3 AIS Transactions on Human-Computer Interaction 173-201 Volume 9 false
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Konferenzveröffentlichung
Wambsganss, Thiemo; Weber, Florian; Staufenberg, Tobias; Bott, Leopold; Söllner, Matthias (GITO VerlagBerlin, 2020)