Bridging Knowledge Divides Utilizing Cloud Computing Learning Resources in Underfunded Schools: Investigating the Determinants

Autor/inn/en	Wang, Xinghua; Wong, Becky
Titel	Bridging Knowledge Divides Utilizing Cloud Computing Learning Resources in Underfunded Schools: Investigating the Determinants
Quelle	In: Journal of Educational Computing Research, 57 (2019) 3, S.591-617 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118759455
Schlagwörter	Educational Technology; Technology Uses in Education; Financial Support; Rural Schools; High Schools; Disadvantaged Youth; Usability; Difficulty Level; Student Attitudes; Environmental Influences; Gender Differences; Anxiety; Internet; Social Influences; Self Efficacy; High School Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Finanzielle Förderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; Oberschule; Benachteiligter Jugendlicher; Schwierigkeitsgrad; Schülerverhalten; Environmental influence; Umwelteinfluss; Geschlechterkonflikt; Angst; Sozialer Einfluss; Self-efficacy; Selbstwirksamkeit; High schools; Student; Students; Schüler; Schülerin; Studentin
Abstract	This study investigated the factors that led to students adopting cloud computing learning resources (CCLR) in underfunded, rural high schools with the aim of informing future work related to effective implementation of CCLR for underprivileged students. Guided by the CCLR adoption model, survey data of 310 students from two high schools in rural districts in China were obtained and were analyzed utilizing partial least square structural equation modeling. The findings indicated that students' use of CCLR was a function of the perceived ease of use of CCLR, external facilitating conditions from schools, and students' voluntariness. The perceived usefulness of CCLR did not predict students' use behavior. Regarding gender differences, voluntariness affected female students more significantly than males, and anxiety in using CCLR affected female students more negatively than males. This study should interest educational practitioners and policy makers seeking to promote equity in education, particularly in rural districts by effectively implementing new learning technologies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01