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The acceptance of Moodle technology by business administration students
ARTICLE

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Computers & Education Volume 58, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The advent of information technologies to Universities has improved the teaching–learning process. Students can increase their learning skills using information technology. Those using the Moodle platform regularly seem to get better grades than those who rarely or never use it.This paper analyzes students’ intention to use Moodle platforms to improve the teaching–learning process. Its main focus is to analyze the use of the Moodle platform by University students, identifying factors which might influence the intention to use it. Understanding the factors influencing the intention to use Moodle will allow us to determine which actions might be carried out to boost its use by University students, to therefore, improve both their skills and grades.The theoretical grounding for this research is the Technology Acceptance Model (TAM). TAM specifies the causal relationships between perceived usefulness, perceived ease of use and actual usage behavior. The proposed model has six constructs and nine hypotheses have been generated from the connections between these six constructs. These constructs include perceived compatibility with student tasks, perceived usefulness for professors, and training. Our results provide support for a number of relationships in the hypothesized model. In light of these findings, implications for theory and practice are discussed.

Citation

Escobar-Rodriguez, T. & Monge-Lozano, P. (2012). The acceptance of Moodle technology by business administration students. Computers & Education, 58(4), 1085-1093. Elsevier Ltd. Retrieved April 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.11.012

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Cited By

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    Elaine Khoo, E Johnson & Anne Zahra, University of Waikato, New Zealand

    Journal of Open, Flexible, and Distance Learning Vol. 16, No. 1 (2012) pp. 127–140

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