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Journal Issue
Volume 13 Issue 5 / Oct 2015  pp317‑445

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial  pp317‑319

Rikke Ørngreen, Karin Levinsen

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i‑SERF: An Integrated Self‑Evaluated and Regulated Framework for Deploying Web 2.0 Technologies in the Educational Process  pp320‑332

Theodoros Karvounidis, Konstantinos Himos, Sotirios Bersimis, Christos Douligeris

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Analysis of Social Worker and Educator's Areas of Intervention Through Multimedia Concept Maps And Online Discussion Forums In Higher Education  pp333‑346

Esteban Vázquez-Cano, Eloy López Meneses, José Luis Sarasola Sánchez-Serrano

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Student Response (clicker) Systems: Preferences of Biomedical Physiology Students in Asian classes  pp347‑356

Isabel Hwang, Kevin Wong, Shun Leung Lam, Paul Lam

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Virtual Reality Based Behavioral Learning For Autistic Children  pp357‑365

Chandra Reka Ramachandiran, Nazean Jomhari, Shamala Thiyagaraja, Malissa Maria

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Visualizing Solutions: Apps as Cognitive Stepping‑Stones in the Learning Process  pp366‑379

Michael Stevenson, John Hedberg, Kate Highfield, Mingming Diao

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Staff Development and Institutional Support for Technology Enhanced Learning in UK Universities  pp380‑389

Timos Almpanis

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Does the Web Contain Pedagogically Informed Materials? The COSREW Outcomes  pp390‑411

Athitaya Nitchot, Lester Gilbert

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Learner Differences in Perceived Satisfaction of an Online Learning: an Extension to the Technology Acceptance Model in an Arabic Sample  pp412‑430

Ahmed Al-Azawei, Karsten Lundqvist

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Abstract

Abstract: Online learning constitutes the most popular distance‑learning method, with flexibility, accessibility, visibility, manageability and availability as its core features. However, current research indicates that its efficacy is not consistent acro ss all learners. This study aimed to modify and extend the factors of the Technology Acceptance Model (TAM) to examine perceived satisfaction of an Arabic sample in online learning. The integrated factors in the modified model includes: deep level (lea rning styles), surface level (gender), and cognitive (online self‑efficacy) factors. Learning styles were chosen as a central factor. Hence, the online course was purposefully developed to support one pole in each dimension of Felder and Silverman Le arning Styles Model (FSLSM) in order to reveal the pedagogical implications of learning styles on learner satisfaction. A total of 70 learners participated voluntarily in the research. At the end of the online course, they were requested to fill in two questionnaires: the Index of Learning Styles (ILS) and a standard questionnaire. The psychometric properties of the latter were firstly analysed to validate the instrument. Then, Partial Least Squares Structural Equation Modelling (PLS‑SEM) was conduc ted to examine the proposed hypotheses. The model achieves an acceptable fit and explains 44.8% of variance. Perceived usefulness represented the best predictor, whereas online self‑efficacy and perceived ease of use failed to show a direct impact on perc eived satisfaction. Furthermore, neither learning styles nor gender diversity had direct influence on the dependent factors. Accordingly, the research suggested that other variables may have to be integrated to enhance the power of the model. 

 

Keywords: Keywords: online learning, learning styles, gender diversity, online self-efficacy, learner satisfaction, Technology Acceptance Model, TAM

 

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Mastering Digital Literacy  pp431‑432

Miles Harvey

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