Student Reactions to Classroom Management Technology: Learning Styles and Attitudes Toward Moodle

The authors look at student perceptions regarding the adoption and usage of Moodle. Self-efficacy theory and the Technology Acceptance Model were applied to understand student reactions to instructor implementation of classroom management software Moodle. They also looked at how the learning styles of students impacted their reactions to Moodle. Results show that students most valued the control Moodle gave them over their educational progress. Communication was also found to be an important benefit students sought in Moodle. Individual student reaction to Moodle was influenced by visual learning and degree of laziness.

[1]  Fred D. Davis,et al.  User Acceptance of Computer Technology: A Comparison of Two Theoretical Models , 1989 .

[2]  Frank M. Pajares,et al.  Self-Efficacy Beliefs in Academic Settings , 1996 .

[3]  Connie Ulasewicz,et al.  Faculty Perspectives on Moving from Blackboard to the Moodle Learning Management System , 2006 .

[4]  Ana Carvalho,et al.  Students' perceptions of Blackboard and Moodle in a Portuguese university , 2011, Br. J. Educ. Technol..

[5]  W. Andrew Taylor,et al.  Computer-mediated knowledge sharing and individual user differences: an exploratory study , 2004, Eur. J. Inf. Syst..

[6]  Shu-shen Shih.  Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students’ Academic Engagement , 2011 .

[7]  Sergio L. Toral Marín,et al.  A technological acceptance of e-learning tools used in practical and laboratory teaching, according to the European higher education area 1 , 2008, Behav. Inf. Technol..

[8]  Ming Ling Lai,et al.  Technology readiness, internet self‐efficacy and computing experience of professional accounting students , 2008 .

[9]  Hong-Ren Chen,et al.  Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. , 2012, Evaluation and program planning.

[10]  Yun Yang,et al.  Emerging Web Technologies in Higher Education: A Case of Incorporating Blogs, Podcasts and Social Bookmarks in a Web Programming Course based on Students' Learning Styles and Technology Preferences , 2009, J. Educ. Technol. Soc..

[11]  Virginia MacEntee,et al.  Learning Management Systems Comparison , 2005 .

[12]  Rakesh Gupta,et al.  Transitioning From Blackboard To Moodle - Course Management Software: Faculty And Student Opinions , 2009 .

[13]  Eric M. VanEpps,et al.  Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. , 2013, Psychological bulletin.

[14]  Mark R. Young,et al.  Enhancing Learning Outcomes: The Effects of Instructional Technology, Learning Styles, Instructional Methods, and Student Behavior , 2003 .

[15]  Margaret Oertig.  Debriefing in Moodle: Written feedback on trust and knowledge sharing in a social dilemma game , 2010 .

[16]  Douglas J. Lincoln.  Marketing Educator Internet Adoption in 1998 versus 2000: Significant Progress and Remaining Obstacles , 2001 .

[17]  D DavisFred.  Perceived usefulness, perceived ease of use, and user acceptance of information technology , 1989 .

[18]  Dale H. Schunk,et al.  Self-efficacy, motivation, and performance , 1995 .

[19]  Chun Lai,et al.  What factors predict undergraduate students' use of technology for learning? A case from Hong Kong , 2012, Comput. Educ..

[20]  L. Vigentini.  Using learning technology in university courses: do styles matter? , 2009 .

[21]  Margaret Martinez.  Mass Customization: Designing for Successful Learning. , 2001 .

[22]  R. Felder,et al.  Applications, Reliability and Validity of the Index of Learning Styles* , 2005 .

[23]  I. Clarke,et al.  Student Perceptions of Educational Technology Tools , 2001 .

[24]  David S. Ackerman,et al.  I Can Start That JME Manuscript Next Week, Can't I? The Task Characteristics Behind Why Faculty Procrastinate , 2007 .

[25]  Deborah D. Heisley,et al.  What are you dieting for? The role of lay theories in dieters' goal setting , 2014 .