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Individual Appropriation of Learning Management Systems — Antecedents and Consequences

dc.date.accessioned2020-12-07T10:23:45Z
dc.date.available2020-12-07T10:23:45Z
dc.date.issued2017-01-10
dc.identifierdoi:10.17170/kobra-202011042077
dc.identifier.urihttp://hdl.handle.net/123456789/12100
dc.descriptionLink zur Zeitschrift: https://aisel.aisnet.org/thci/vol9/iss3/1/ger
dc.language.isoengeng
dc.rightsUrheberrechtlich geschützt
dc.rights.urihttps://rightsstatements.org/page/InC/1.0/
dc.subjecttechnology-mediated learningeng
dc.subjecte-learningeng
dc.subjectlearning processeng
dc.subjectfaithfulness of appropriationeng
dc.subjectlearning management systemseng
dc.subject.ddc004
dc.subject.ddc300
dc.titleIndividual Appropriation of Learning Management Systems — Antecedents and Consequenceseng
dc.typeAufsatz
dcterms.abstractIT 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.eng
dcterms.accessRightsopen access
dcterms.creatorJanson, Andreas
dcterms.creatorSöllner, Matthias
dcterms.creatorLeimeister, Jan Marco
dc.subject.swdComputerunterstütztes Lernenger
dc.subject.swdE-Learningger
dc.subject.swdLernenger
dc.subject.swdLernsoftwareger
dc.subject.swdVerwendungger
dc.type.versionpublishedVersion
dcterms.source.identifierEISSN 1944-3900
dcterms.source.issueIssue 3
dcterms.source.journalAIS Transactions on Human-Computer Interactioneng
dcterms.source.pageinfo173-201
dcterms.source.volumeVolume 9
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