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University students' acceptance of a web-based course management system

Bram Pynoo UGent, PIETER DEVOLDER UGent, Jo Tondeur UGent, Johan van Braak UGent, Wouter Duyck UGent and Philippe Duyck UGent (2011) Technology acceptance in education : research and issues. p.125-144
abstract
In this study, university students’ acceptance of Minerva is assessed. Minerva is the web-based course management system (CMS) of Ghent University (Belgium). In Minerva students can download and upload files, discuss with their teachers and fellow-students, consult their agenda and the official bulletin board, and much more. Students of two faculties (medicine and health sciences, and engineering) were surveyed. Only students who were enrolled for the first time at Ghent University – thus who had no prior experience with Minerva except during the current academic year – were withheld. The questionnaire was taken online about two months after the start of the academic year. It contained scales of the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB). This way, three models could be tested: slightly modified versions of TAM, TPB and C-TAM-TPB. 465 usable responses were collected (of which 157 engineering students), a net response rate of 32.5%. The aim of this study is threefold: (1) identify the factors that contribute to the acceptance of Minerva, (2) assess whether there are differences between the students of the two faculties, and (3) assess the impact of perceived voluntariness of use of Minerva. Students differed depending on their faculty in their level of computer use: engineering students used a computer more for their studies, and this difference was also reflected in the frequency of Minerva-use. Reliability and convergent validity was good for three scales: perceived usefulness (PU), perceived ease of use (EOU) and attitude (ATT). The acceptance of Minerva was operationalized in different ways: attitude, behavioral intention (BI), and frequency and intensity of use. The main predictor for attitude was PU, for behavioral intention perceived behavioral control and ATT, and for use BI and ATT. Intensity of use proved to be a good measure for acceptance. Variance explained in the dependent variables was about .20 for frequency of use, .30 for intensity of use and .50 for ATT and BI. No real differences were found between students of the two faculties, but we found an effect of perceived voluntariness of use: the more students perceive use of Minerva as voluntary, the more positive their attitude and the higher their use, but the lower their intention to use Minerva.
Please use this url to cite or link to this publication:
author
organization
year
type
bookChapter
publication status
published
subject
keyword
Minerva, System use, Web-based course management system (CMS), TAM, C-TAM-TPB, TPB, University students
book title
Technology acceptance in education : research and issues
editor
Timothy Teo
pages
125 - 144
publisher
Sense Publishers
place of publication
Rotterdam, The Netherlands
ISBN
9789460914867
9789460914850
9789460914874
language
English
UGent publication?
yes
classification
B2
copyright statement
I have transferred the copyright for this publication to the publisher
id
1162736
handle
http://hdl.handle.net/1854/LU-1162736
date created
2011-02-21 15:09:41
date last changed
2013-04-04 16:53:45
@incollection{1162736,
  abstract     = {In this study, university students{\textquoteright} acceptance of Minerva is assessed. Minerva is the web-based course management system (CMS) of Ghent University (Belgium). In Minerva students can download and upload files, discuss with their teachers and fellow-students, consult their agenda and the official bulletin board, and much more. Students of two faculties (medicine and health sciences, and engineering) were surveyed. Only students who were enrolled for the first time at Ghent University -- thus who had no prior experience with Minerva except during the current academic year -- were withheld. The questionnaire was taken online about two months after the start of the academic year. It contained scales of the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB). This way, three models could be tested: slightly modified versions of TAM, TPB and C-TAM-TPB. 465 usable responses were collected (of which 157 engineering students), a net response rate of 32.5\%. The aim of this study is threefold: (1) identify the factors that contribute to the acceptance of Minerva, (2) assess whether there are differences between the students of the two faculties, and (3) assess the impact of perceived voluntariness of use of Minerva. Students differed depending on their faculty in their level of computer use: engineering students used a computer more for their studies, and this difference was also reflected in the frequency of Minerva-use. Reliability and convergent validity was good for three scales: perceived usefulness (PU), perceived ease of use (EOU) and attitude (ATT). The acceptance of Minerva was operationalized in different ways: attitude, behavioral intention (BI), and frequency and intensity of use. The main predictor for attitude was PU, for behavioral intention perceived behavioral control and ATT, and for use BI and ATT. Intensity of use proved to be a good measure for acceptance. Variance explained in the dependent variables was about .20 for frequency of use, .30 for intensity of use and .50 for ATT and BI. No real differences were found between students of the two faculties, but we found an effect of perceived voluntariness of use: the more students perceive use of Minerva as voluntary, the more positive their attitude and the higher their use, but the lower their intention to use Minerva.},
  author       = {Pynoo, Bram and DEVOLDER, PIETER and Tondeur, Jo and van Braak, Johan and Duyck, Wouter and Duyck, Philippe},
  booktitle    = {Technology acceptance in education : research and issues},
  editor       = {Teo, Timothy},
  isbn         = {9789460914867},
  keyword      = {Minerva,System use,Web-based course management system (CMS),TAM,C-TAM-TPB,TPB,University students},
  language     = {eng},
  pages        = {125--144},
  publisher    = {Sense Publishers},
  title        = {University students' acceptance of a web-based course management system},
  year         = {2011},
}

Chicago
Pynoo, Bram, PIETER DEVOLDER, Jo Tondeur, Johan van Braak, Wouter Duyck, and Philippe Duyck. 2011. “University Students’ Acceptance of a Web-based Course Management System.” In Technology Acceptance in Education : Research and Issues, ed. Timothy Teo, 125–144. Rotterdam, The Netherlands: Sense Publishers.
APA
Pynoo, B., DEVOLDER, P., Tondeur, J., van Braak, J., Duyck, W., & Duyck, P. (2011). University students’ acceptance of a web-based course management system. In T. Teo (Ed.), Technology acceptance in education : research and issues (pp. 125–144). Rotterdam, The Netherlands: Sense Publishers.
Vancouver
1.
Pynoo B, DEVOLDER P, Tondeur J, van Braak J, Duyck W, Duyck P. University students’ acceptance of a web-based course management system. In: Teo T, editor. Technology acceptance in education : research and issues. Rotterdam, The Netherlands: Sense Publishers; 2011. p. 125–44.
MLA
Pynoo, Bram, PIETER DEVOLDER, Jo Tondeur, et al. “University Students’ Acceptance of a Web-based Course Management System.” Technology Acceptance in Education : Research and Issues. Ed. Timothy Teo. Rotterdam, The Netherlands: Sense Publishers, 2011. 125–144. Print.