Investigation of the Factors Affecting Open and Distance Education Learners' Intentions to Use a Virtual Laboratory

Autor/inn/en	Çivril, Hanife; Özkul, Ali Ekrem
Titel	Investigation of the Factors Affecting Open and Distance Education Learners' Intentions to Use a Virtual Laboratory
Quelle	In: International Review of Research in Open and Distributed Learning, 22 (2021) 2, S.143-165 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Open Education; Distance Education; Student Attitudes; Associate Degrees; Intention; Value Judgment; Usability; Virtual Classrooms; Laboratories; Electronic Equipment; Electronic Learning; Self Efficacy; Technology Integration; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Werturteil; Laboratory; Laboratorium; Elektronisches Gerät; Self-efficacy; Selbstwirksamkeit; Ausland; Türkei
Abstract	Laboratories, which are an integral part of education in disciplines that require hands-on training and application, can now be presented using new technologies, and application activities can be realized at a distance. In this study, virtual laboratories (VLs) are discussed, and factors affecting the students' intention to use VLs are investigated. The study was conducted within laboratory applications of circuit analysis within an associate degree program of a distance teaching university in Turkey. In this study, which used exploratory sequential design approach, the learners' intentions to use a VL were examined within the framework of the technology acceptance model (TAM). Content analysis was used for the analysis of qualitative data, and the partial least squares structural equation model was used for the analysis of quantitative data. As a result of the study, the developed TAM-based research model is a useful conceptual framework towards understanding and explaining the intentions of learners' virtual laboratory usage. The results of this study will guide institutions to integrate VLs effectively into the education process and to increase and disseminate the use of VLs by learners. (As Provided).
Anmerkungen	Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01