A Cultural Comparison of Trust in eLearning Artifacts

Autor/inn/en	Simmons, Lakisha L.; Simmons, Chris B.; Hayek, Mario; Parks, Rachida; Mbarika, Victor W.
Titel	A Cultural Comparison of Trust in eLearning Artifacts
Quelle	In: Decision Sciences Journal of Innovative Education, 10 (2012) 4, S.547-574 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/j.1540-4609.2012.00362.x
Schlagwörter	Electronic Learning; Comparative Analysis; Trust (Psychology); Undergraduate Students; Online Courses; Technology Uses in Education; Usability; Participant Satisfaction; Cross Cultural Studies; Comparative Education; Cultural Influences; Student Attitudes; Student Surveys; Reliability; Appropriate Technology; Foreign Countries; Latin Americans; United States + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Cultural influence; Kultureinfluss; Schülerverhalten; Schülerbefragung; Reliabilität; Ausland; Latin America; People; Lateinamerika; Bevölkerung; Volk; USA
Abstract	A significant body of literature focuses on learning mediated by technology (eLearning). We conceptually develop and empirically test a model of trust antecedents with online undergraduate students. Contributing to the student eLearning success literature, we posit that eLearning students require the support of technologies and trust in those technologies to feel satisfied with their learning and perceive that they will have a positive learning outcome. This study considers the effect of culture by comparing the trust and satisfaction of American and Latin American students in eLearning technologies. By conducting this study in two countries that differ in terms of national culture power distance and individualism, we learned that culture directly and significantly impacts trust in learning technologies. Culture also significantly changes the strength of the relation between trust and satisfaction. Future research directions and implications for researchers and higher education instructors are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01