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Date
2017-01-10
Author
Janson, AndreasSöllner, MatthiasLeimeister, Jan Marco
Subject
004  Data processing and computer science  300  Social sciences  Computerunterstütztes LernenE-LearningLernenLernsoftwareVerwendung
URI
doi:10.17170/kobra-202011042077
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Aufsatz

Individual Appropriation of Learning Management Systems — Antecedents and Consequences

Abstract
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.
Citation
In: AIS Transactions on Human-Computer Interaction  Volume 9 / Issue 3 (2017-01-10) , S. 173-201 ; EISSN 1944-3900
Additional Information
Link zur Zeitschrift: https://aisel.aisnet.org/thci/vol9/iss3/1/
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Citation
@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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5550 {{Verwendung}}
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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 gesch&uuml;tzt
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 &mdash; 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
S&ouml;llner, Matthias
Leimeister, Jan Marco
Computerunterst&uuml;tztes 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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Urheberrechtlich geschützt