Análisis del uso de Moodle desde la perspectiva del modelo TAM en tiempos de pandemia

  1. Roig-Vila, Rosabel 1
  2. Rojas-Viteri , Juan 2
  3. Lascano-Herrera, Nadia Andrea 3
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Central del Ecuador(Ecuador)
  3. 3 Ministerio del Ambiente, Agua y Transición Ecológica del Ecuador
Mostra les afiliacions +
Revista:
Revista Interuniversitaria de Investigación en Tecnología Educativa

ISSN: 2529-9638

Any de publicació: 2022

Número: 12

Pàgines: 95-112

Tipus: Article

DOI: 10.6018/RIITE.519341 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Altres publicacions en: Revista Interuniversitaria de Investigación en Tecnología Educativa

Resum

The world as we know it came to a halt with the emergence of the mutant strain of SARS-CoV-2 coronavirus, which started in China in December 2019 and which, by March 2020, the OMS declared a global pandemic. This brought a host of unprecedented economic, social, health and, of course, educational problems, putting face-to-face educational institutions in a difficult situation. Teaching had to be adapted with methodologies that included the use of digital technology. This is how the Central University of Ecuador decided to work remotely in the teaching-learning processes through the Moodle platform. The objective of this study is to analyse this experience based on the TAM technology acceptance model. An ad hoc questionnaire was used as an evaluation instrument to assess the different dimensions that make up this model. The research group consisted of a population of 156 participants from different academic levels of the degree course "Pedagogy of Experimental Sciences of Computer Science" of the University in question. Among the main conclusions found, it was observed that the technical quality of the system had a positive influence on student learning. It is necessary to investigate the use of virtual learning environments in order to define the most appropriate methodologies in virtual teaching situations.

Referències bibliogràfiques

  • Adams, D. A., Nelson, R.R., y Todd, P. A. (1992). Perceived Usefulness, Ease of Use, and Usage of Information Technology: A Replication, MIS Quarterly, 16(2), 227-247.
  • Agudelo, M. (2009). Importancia del diseño instruccional en ambientes virtuales de aprendizaje. En J. Sánchez (Ed.): Nuevas Ideas en Informática Educativa, 5(2),118-127.
  • Ajzen, I., y Fishbein, M. (1977). Attitude-Behaviour relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888-918. https://doi.org/10.1037/0033-2909.84.5.888
  • Arteaga-Sánchez, R., y Duarte-Hueros, A. (2010). Análisis de las plataformas de enseñanza virtuales desde la perspectiva del TAM. https://bit.ly/3wSnb68
  • Bedregal-Alpaca, N., Cornejo-Aparicio, V., Tupacyupanqui-Jaén, D., y Flores-Silva, S. (2019). Evaluación de la percepción estudiantil en relación al uso de la plataforma Moodle desde la perspectiva del TAM. Ingeniare. Revista chilena de ingeniería, 27(4), 707-718.http://dx.doi.org/10.4067/S0718-33052019000400707
  • Bigné, E., Ruiz, C., y Sanz, S. (2007). Key Drivers of Mobile Commerce Adoption. An Exploratory Study of Spanish Mobile Users. Journal of Theoretical and Applied Electronic Commerce Research, 2(2), 48.
  • Bisquerra, R. (2004). Metodología de la investigación educativa. La Muralla.
  • Cabero, J., Leiva, J., Moreno, N., Barroso, J., y López, E. (2016). Realidad Aumentada y educación. Octaedro.
  • Cabero-Almenara, J., Arancibia, M., y del Prete, A. (2019). Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use. Journal of New Approaches in Educational Research, 8(1), 25-33. http://dx.doi.org/10.7821/naer.2019.1.327
  • Cabero-Almenara, J. y Llorente-Cejudo, C. (2020). Covid-19: transformación radical de la digitalización en las instituciones universitarias. Campus Virtuales, 9(2), 25-34.
  • Cheung, R., y Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education, 63, 160-175. https://doi.org/10.1016/j.compedu.2012.12.003
  • Davis, F. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319- 340.
  • Davis, F., Bagozzi, R., y Warshaw, P. (1989). User Acceptance of Computer Technology: A comparisson of two theoretical models. Management Science, 35(8), 982
  • Fishbein, M., y Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Addison-Wesley.
  • García-Tudela, P., Prendes-Espinosa, M., y Solano-Fernández, I. (2020). Smart Learning Environments and Ergonomics: An Approach to the State of the Question. Journal of New Approaches in Educational Research, 9(2), 245-258. http://dx.doi.org/10.7821/naer.2020.7.562
  • García-Peñalvo, F. J., y Seoane-Pardo, A. M. (2015). Una revisión actualizada del concepto de eLearning. Décimo Aniversario. Education in the Knowledge Society (EKS), 16(1), 119-144. https://dx.doi.org/10.14201/%20eks2015161119144
  • Goodhue, D., y Thompson, R. (2003). Task-technology Fit and Individual Performance, MIS Quarterly, 19(2), 213-236.
  • Hernández González, O. (2021). Aproximación a los distintos tipos de muestreo no probabilístico que existen. Revista Cubana de Medicina General Integral, 37(3), e1442. https://bit.ly/3NFkD0O
  • Hernández, R., Fernández, C., y Baptista, P. (2000). Metodología de la Investigación. Mc Graw Hill.
  • Hurtado, I., y Toro, J. (1998) Paradigmas y métodos de investigación en tiempos de cambio (2.a ed.). Ediciones de la Universidad de Carabobo.
  • Hsiao, H., y Chang, Y. (2013). Extended TAM Model: Impacts of Convenience on Acceptance and Use of Moodle. US-China Education Review A, 3(4), 211-218.
  • Matosas-López, L., Aguado-Franco, J., y Gómez-Galán, J. (2019). Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities. Journal of New Approaches in Educational Research, 8(2), 142-165. http://dx.doi.org/10.7821/naer.2019.7.410
  • Moodle.org. (2020, 8 de Junio). Historia de Moodle. https://bit.ly/3lXdRY8
  • Roig Vila, R., Losa Arenas, J., y Cazarez Valdiviezo, J. (2021). La autopercepción de la competencia digital ciudadana del alumnado universitario de educación. Locus Digital, 2(1). https://doi.org/10.54312/2.1.3
  • Roig-Vila, R., y Belmonte, M. L. (2021). Entornos virtuales de aprendizaje al servicio de la sociedad. Evaluación de necesidades del Proyecto e-APSA. EDMETIC, 10(1), 100-117. https://bit.ly/3LBkbQ0
  • Roig-Vila, R., Urrea-Solano, M., y Merma-Molina, G. (2020). La comunicación en el aula universitaria en el contexto del COVID-19 a partir de la videoconferencia con Google Meet. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 197-220. https://doi.org/10.5944/ried.24.1.27519
  • Taylor, S., y Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information Systems Research, 6(2), 144.
  • Teo, T., y Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers & Education, 57(2), 1645-1653.
  • Turner, M., y Kitchenham, B., Brereton, P., Charters, S. y Budgen, D. (2010). Does the technology acceptance model predict actual use? A systematic literature review. Information and Software Technology, 52, 463-479. https://bit.ly/3umGrHt
  • Venkatesh, V., y Fred D. Davis, (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46 (2), 186-204. http://dx.doi.org/10.1287/mnsc.
  • Venkatesh, V., Morris, M., Davis, G., y Davis, F. (2003). User Acceptance of Information Technology: Toward a Unified View, MIS Quarterly, 27(3), 425-478. https://bit.ly/3wW2ZQX
  • Venkatesh, V., y Bala, H. (2008), Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39, 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x
  • Villatoro Moral, S., y de Benito, B. (2021). An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review. Journal of New Approaches in Educational Research, 10(2), 234-250. http://dx.doi.org/10.7821/naer.2021.7.646
  • Wilson, J. (1995). Cómo valorar la calidad de la enseñanza. Editorial Paidos.
  • Yong, L., Rivas, L., y Chaparro, J. (2010). Modelo de aceptación tecnológica (TAM): un estudio de la influencia de la cultura nacional y del perfil del usuario en el uso de las TIC. Innovar, 20(36), 187-203. https://bit.ly/3wSQ8xu
Fuente de los datos: Dialnet