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How students and instructors using a virtual learning environment perceive the fit between technology and task.

Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task-technology fit of VLEs for their two main groups of users: instructors and students,...

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Published in:Journal of Computer Assisted Learning Vol. 24; no. 3; pp. 191 - 203
Main Authors: McGill T, Hobbs V
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Jun2008
Online Access:View this record in EBSCOhost
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      dt: Jun2008
      vid: 24
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        105344564
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        2010457704
        10.1111/j.1365-2729.2007.00253.x
        105344564
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        atl: How students and instructors using a virtual learning environment perceive the fit between technology and task.
      aug:
        au:
          McGill T
          Hobbs V
        affil: School of Information Technology, Murdoch University, South St, Murdoch, WA 6150, Australia. Email: t.mcgill@murdoch.edu.au
      sug:
        subj:
          Education, Non-Traditional Psychosocial Factors
          Learning Environment Psychosocial Factors
          World Wide Web
          Adolescence
          Adult
          Computer-Assisted Instruction
          Convenience Sample
          Education, Baccalaureate
          Education, Non-Traditional Utilization
          Faculty Attitudes
          Female
          Male
          Middle Age
          Post Hoc Analysis
          Questionnaires
          Student Satisfaction
          Students, College
          Summated Rating Scaling
          T-Tests
          Teachers
          Human
          Adolescent: 13-18 years
          Adult: 19-44 years
          Middle Aged: 45-64 years
          Female
          Male
      ab: Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task-technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task-technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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