Students' perceptions of the positive impact of learning with bogs: an investigation of influencing, moderating, and mediating factors

This paper discusses students’ perceptions of the positive impact of learning with blogs in higher educational settings. The research model uses constructs from the social-cognitive theory and motivational model. Relevant hypotheses focusing on direct, moderating, and mediating influences were formulated. A survey was administered to 108 university students taking an undergraduatelevel course in management information systems in a Canadian university. Data analysis was done with the partial least squares structural equation modeling technique. The result shows that students’ perceived usefulness of blogs was not positively associated with their perceptions of the positive impact of using the tool to learn; however, perceived self-efficacy and enjoyment were found to be positively associated with positive impact of learning with blogs. With regard to mediation, the results show that perceived enjoyment was a significant mediator in the relationship between students’ perceived usefulness and their perceptions of positive impact of learning with blogs; the link between perceived selfefficacy was not mediated by perceived enjoyment. The result also indicates that perceived enjoyment moderated the relationship between perceived self-efficacy and usefulness. The implications of the findings for research and practice are

[1]  E. Deci,et al.  Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. , 2000, Contemporary educational psychology.

[2]  N. Kock.  Common Method Bias in PLS-SEM: A Full Collinearity Assessment Approach , 2015, Int. J. e Collab..

[3]  Øystein Sørebø,et al.  The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology , 2009, Comput. Educ..

[4]  Marja Kankaanranta,et al.  Exploring Nigerian University Students’ Perception towards Mobile Learning , 2017 .

[5]  Jo Ann Oravec.  Weblogs as an emerging genre in higher education , 2003, J. Comput. High. Educ..

[6]  Hsi-Peng Lu,et al.  Understanding intention to continuously share information on weblogs , 2007, Internet Res..

[7]  K. Hew,et al.  The use of weblogs in higher education settings: A review of empirical research , 2010 .

[8]  Mary Helen Fagan,et al.  Exploring the Intention to Use Computers: An Empirical Investigation of the Role of Intrinsic Motivation, Extrinsic Motivation, and Perceived Ease of Use , 2008, J. Comput. Inf. Syst..

[9]  Ned Kock,et al.  Advanced Mediating Effects Tests, Multi-Group Analyses, and Measurement Model Assessments in PLS-Based SEM , 2014, Int. J. e Collab..

[10]  Scott B. MacKenzie,et al.  Common method biases in behavioral research: a critical review of the literature and recommended remedies. , 2003, The Journal of applied psychology.

[11]  Ji-Hye Bae.  The Effectiveness of Learning Performance on Supplementary Learning Tool based on Blog using Learner-Centric UI/UX Design in Higher Education , 2011 .

[12]  Martha Cleveland-Innes,et al.  Acceptance and Resistance to Corporate E-Learning: A Case from the Retail Sector , 2006 .

[13]  Yueh-Min Huang,et al.  A blog-based dynamic learning map , 2008, Comput. Educ..

[14]  Kinshuk,et al.  Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support , 2011, Comput. Educ..

[15]  Samer Khasawneh,et al.  Self-efficacy and college students' perceptions and use of online learning systems , 2007, Comput. Hum. Behav..

[16]  Mei-hui Liu,et al.  Blending a class video blog to optimize student learning outcomes in higher education , 2016, Internet High. Educ..

[17]  Claudia van Oppen,et al.  USING PLS PATH MODELING FOR ASSESSING HIERARCHICAL CONSTRUCT MODELS : GUIDELINES AND EMPIRICAL , 2022 .

[18]  Dick Ng'ambi,et al.  Effective and ineffective uses of emerging technologies: Towards a transformative pedagogical model , 2013, Br. J. Educ. Technol..

[19]  Hui-Min Lai,et al.  Why do teachers continue to use teaching blogs? The roles of perceived voluntariness and habit , 2015, Comput. Educ..

[20]  Trey Martindale,et al.  Using weblogs in scholarship and teaching , 2004 .

[21]  Nicole B. Ellison,et al.  Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension , 2008 .

[22]  Michel Tenenhaus,et al.  PLS path modeling , 2005, Comput. Stat. Data Anal..

[23]  Princely Ifinedo,et al.  Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention , 2018, International Journal of Educational Technology in Higher Education.

[24]  Ming-Chi Lee,et al.  Explaining and predicting users' continuance intention toward e-learning: An extension of the expectation-confirmation model , 2010, Comput. Educ..

[25]  Wen-Lung Shiau,et al.  Understanding behavioral intention to use a cloud computing classroom: A multiple model comparison approach , 2016, Inf. Manag..

[26]  Anil K. Bera,et al.  A test for normality of observations and regression residuals , 1987 .

[27]  Princely Ifinedo,et al.  Determinants of students’ continuance intention to use blogs to learn: an empirical investigation , 2018, Behav. Inf. Technol..

[28]  K. Lin,et al.  The nursing students' attitude toward using blogs in a nursing clinical practicum in Taiwan: a 3-R framework. , 2013, Nurse education today.

[29]  Viswanath Venkatesh,et al.  Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model , 2000, Inf. Syst. Res..

[30]  Paul A. Pavlou,et al.  Understanding and Mitigating Uncertainty in Online Exchange Relationships: A Principal-Agent Perspective , 2007, MIS Q..

[31]  Hasan Çakir,et al.  Use of blogs in pre-service teacher education to improve student engagement , 2013, Comput. Educ..

[32]  Wen-Shan Lin,et al.  Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives , 2012, Int. J. Hum. Comput. Stud..

[33]  Princely Ifinedo,et al.  Students’ perceived impact of learning and satisfaction with blogs , 2017 .

[34]  John Ingham,et al.  Why do people use information technology? A critical review of the technology acceptance model , 2003, Inf. Manag..

[35]  E. Deci.  Cognitive Evaluation Theory: Effects of Extrinsic Rewards on Intrinsic Motivation , 1975 .

[36]  Heshan Sun,et al.  Causal Relationships between Perceived Enjoyment and Perceived Ease of Use: An Alternative Approach , 2006, J. Assoc. Inf. Syst..

[37]  Tina L. Heafner,et al.  Using Technology to Motivate Students to Learn Social Studies , 2004 .

[38]  Hokyoung Ryu,et al.  Learner Acceptance of a Multimedia-Based Learning System , 2013, Int. J. Hum. Comput. Interact..

[39]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[40]  Princely Ifinedo,et al.  Examining students' intention to continue using blogs for learning: Perspectives from technology acceptance, motivational, and social-cognitive frameworks , 2017, Comput. Hum. Behav..

[41]  Yi-Shun Wang,et al.  Investigating the determinants and age and gender differences in the acceptance of mobile learning , 2009, Br. J. Educ. Technol..

[42]  Andriani Piki,et al.  An exploration into the impact of blogs on students’ learning: case studies in postgraduate business education , 2016 .

[43]  Elizabeth Murphy,et al.  Post-Secondary Students’ Purposes for Blogging , 2008 .

[44]  Amy P. Cohen,et al.  Using seminar blogs to enhance student participation and learning in public health school classes. , 2008, American journal of public health.

[45]  Fred D. Davis.  Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology , 1989, MIS Q..

[46]  Min Liu,et al.  Web 2.0 and Its Use in Higher Education from 2007-2009: A Review of Literature , 2012 .