期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2015
卷号：31
期号：3
DOI：10.14742/ajet.1868
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners’ intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational technologies. Accordingly, understanding the factors that affect the different types of learners’ intention to use collaborative technologies is an important issue. To this end, we add two external variables, facilitating conditions and social influence, to the technology acceptance model and then testing a number of hypotheses. Our results show that most of the hypotheses are supported, and further reveal that (1) attitude towards using is the most important determinant of students’ intention to use a collaborative technology, followed by social influence and facilitating conditions; (2) sequential learners are more concerned about perceived usefulness; (3) global learners are more concerned about perceived ease of use.
关键词：collaborative technologies;sequential learners;global learners;perceived usefulness;perceived ease of use
