Chinese Students' Intentions to Use the Internet-Based Technology for Learning

Autor/inn/en	Huang, Fang; Teo, Timothy; Zhou, Mingming
Titel	Chinese Students' Intentions to Use the Internet-Based Technology for Learning
Quelle	In: Educational Technology Research and Development, 68 (2020) 1, S.575-591 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09695-y
Schlagwörter	Foreign Countries; Educational Technology; College Students; Internet; Technology Uses in Education; Teacher Influence; Peer Influence; College Role; Intention; Student Behavior; Difficulty Level; Student Attitudes; China + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student behaviour; Schülerverhalten; Schwierigkeitsgrad
Abstract	This large-scale study used the extended technology acceptance model to examine the different factors influencing Chinese university students' intentions to use the Internet-based technology with a learning focus. Specifically, the subject norm was conceptualised as a three-dimensional construct consisting of teacher influence, peer influence and institutional support. The data were collected from 4561 university students from 16 universities in China. The results indicated that 64% of the variance in Chinese university students' behavioural intentions were explained by their perceptions of ease of use and that the subjective norm significantly influenced their perceptions of the usefulness of the Internet-based technology with a learning focus. Perceived usefulness, perceived ease of use and the subjective norm significantly influenced students' attitudes towards using the Internet-based technology with a learning focus. In addition, Chinese university students' intentions to use the Internet-based technology with a learning focus were significantly influenced by attitude, perceived usefulness and the subjective norm. This study identified both theoretical and practical explanations for these relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01