Determinants of college students' use of online collaborative help‐seeking tools.
Abstract: Research has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online learning tools because some factors (e.g., low Internet self‐efficacy) may influence students' inten...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 2; pp. 129 - 140 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128312178&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128312178 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2018 vid: 34 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 128312178 128312178 128312178 10.1111/jcal.12221 128312178 ppf: 129 ppct: 11 formats: tig: atl: Determinants of college students' use of online collaborative help‐seeking tools. aug: au: Ding, Lu Er, Erkan affil: Learning, Design, and Technology, College of Education, The University of Georgia, USA sug: subj: Students, College Southeastern United States Collaboration World Wide Web Applications Help Seeking Behavior Human Self-Efficacy Structural Equation Modeling Southeastern United States Questionnaires Construct Validity Funding Source ab: Abstract: Research has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online learning tools because some factors (e.g., low Internet self‐efficacy) may influence students' intention to use them. This study aims to identify the determinants of students' use of a web‐based help‐seeking tool called EchoLu. For this purpose, a structural model was developed based on technology acceptance model and tested using a structural equation modelling approach. According to the data analysis results, general Internet self‐efficacy, information‐search self‐efficacy, web‐based learning self‐efficacy, and EchoLu‐specific self‐efficacy play a significant role in students' intentions to use online help‐seeking tools. Contrary to the previous research, no statistically significant relationship was found between general Internet self‐efficacy and EchoLu‐specific self‐efficacy, and between web‐based learning self‐efficacy and perceived usefulness. Implications of the findings for guiding practitioners in supporting effective help‐seeking are presented. Limitations of the study and future research prospects are discussed as well. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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