Comparative analysis between professors and students regarding the use of MOODLE in Higher Education in times of pandemic
DOI:
https://doi.org/10.1344/RIDU2023.15.9Keywords:
Moodle, TAM, Higher educationAbstract
Higher education in times of COVID 19 pandemic caused a drastic change in the educational process replacing the face-to-face modality to a totally virtual environment (eLearning) with synchronous and asynchronous sessions where telematics gave rise to a virtual connection environment between the educational actors. From this perspective it is important to identify the acceptance and use of the MOODLE LMS in the teaching-learning process by contrasting the different hypotheses put forward in terms of the technology acceptance model (TAM) in teachers and students. The methodology applied was quantitative with an experimental research design, of a quasi-experimental descriptive correlational-causal descriptive field, with cross-sectional data collection. Data analysis was carried out using descriptive and inferential statistics. The results in both teachers and students are significant, exceeding the average in the self-evaluation in terms of the acceptance and use of MOODLE in the teaching-learning process through the TAM in a unidimensional way. When analysing and contrasting the different hypotheses raised, it can be mentioned that the results are conclusive in determining that the external variable technological competence correlates with the usefulness, ease and enjoyment of use perceived by teachers, which also have a positive and significant influence on the attitude and intention to use MOODLE. Similar results are obtained for the students with the difference that the technological competence variable does not correlate with the perceived enjoyment dimension, which also does not influence the attitude and intention to use MOODLE. Finally, also in the gender variable, there are no significant differences in the dimensions usefulness, ease and perceived enjoyment of use, which does not influence the adoption and use of technology in either teachers or students.
References
Ajzen, I., y Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Prentice-Hall Inc.
Arteaga, R., y Duarte, A. (2010). Análisis de las plataformas de enseñanza virtuales desde la perspectiva del TAM. Congreso Euro-Iberoamericano de Alfabetización Mediática y Culturas Digitales, Sevilla, 1-11. http://www.gabinetecomunicacionyeducacion.com/sites/default/files/field/adjuntos/analisis_de_las_plataformas_de_ensenanza_virtuales_desde_la_perspectiva_del_tam.pdf
Balkaya, S., y Akkucuk, U. (2021). Adoption and use of learning management systems in education: The role of playfulness and self-management. Sustainability, 13(3), 1-27. https://doi.org/10.3390/su13031127
Barrantes, G., Casas, L., y Luengo, R. (2014). Competencias Tecnológicas de los profesores de Infantil y Primaria de Extremadura en función del género. IE Comunicaciones: Revista Iberoamericana de Informática Educativa, 19, 33-48.
Bradley, V. M. (2021). Learning Management System (LMS) Use with Online Instruction. International Journal of Technology in Education, 4(1), 68-92. https://doi.org/10.46328/ijte.36
Cabero, J., Barroso, J., y Llorente, M. del C. (2016). Technology acceptance model & realidad aumentada: Estudio en desarrollo. Revista Lasallista de Investigación, 13(2), 18-26. https://doi.org/10.22507/rli.v13n2a2
Consejo de Educación Superior. (2015). Reglamento para carreras y programas académicos en modalidades en línea, a distancia y semipresencial o de convergencia. CES, 0, 1-8.
Consejo de Educación Superior. (2020). Normativa transitoria para el desarrollo de actividades académicas en las IES, debido al COVID. 046, 11.
Davis, F. D. (1989). Perceided Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Davis, F. D., Bagozzi, R. P., y Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982-1003. https://doi.org/10.1287/mnsc.35.8.982
Del Prete, A., y Cabero, J. (2019). The learning management system: Variables that determine its use. Apertura, 11(2), 138-153. https://doi.org/10.32870/ap.v11n2.1521
Eraslan, M., y Kutlu, B. (2019). Examination of students’ acceptance of and intention to use learning management systems using extended TAM. British Journal of Educational Technology, 50(5), 2414-2432. https://doi.org/10.1111/bjet.12798
Fishbein, M., y Ajzen, I. (1977). Belief, attitude, intention, and behavior: An introduction to theory and research. Philosophy and Rhetoric, 10(2), 130-132.
Hidalgo-Cajo, B. G. (2020). Aceptación docente de las tecnologías digitales en la educación superior: Evolución y uso desde los modelos y las teorías que la explican. UTE. Revista de Ciències de l’Educació, 2, 61-76. https://doi.org/10.17345/ute.2020.2.2860
Hidalgo-Cajo, B. G., y Gisbert-Cervera, M. (2021). La adopción y el uso de las tecnologías digitales en el profesorado universitario: un análisis desde la perspectiva del género y la edad. RED. Revista de Educación a Distancia, 21(67), 1-19. https://doi.org/http://dx.doi.org/10.6018/red.481161
Hidalgo-Cajo, B. G., y Gisbert-Cervera, M. (2022). Factores determinantes que permiten establecer tipologías de profesorado en el contexto de la innovación tecnológica. RED. Revista de Educación a Distancia, 22(69), 1-23. https://doi.org/10.6018/red.499171
Hidalgo, B. G., Rivera, L. A., y Delgadillo, R. S. (2019). Integration of Learning Management System Technology and Social Networking Sites in the E-Learning Mode : A Review and Discussion. ASEE Computers in Education Journal, 10(2), 1-13.
Ho, L.-H., Hung, C.-L., y Chen, H.-C. (2013). Using theoretical models to examine the acceptance behavior of mobile phone messaging to enhance parent-teacher interactions. Computers and Education, 61, 105-114. https://doi.org/10.1016/j.compedu.2012.09.009
Huang, Y.-M. (2016). The factors that predispose students to continuously use cloud services: Social and technological perspectives. Computers and Education, 97, 86-96. https://doi.org/10.1016/j.compedu.2016.02.016
Liu, I.-F., Chen, M. C., Sun, Y. S., Wible, D., y Kuo, C.-H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers and Education, 54(2), 600-610. https://doi.org/10.1016/j.compedu.2009.09.009
Martín, A. V., García, A., y Muñoz, J. M. (2014). Factores determinantes de adopción de Blended Learning en Educación Superior. Adaptación del Modelo UTAT. Educación XX1, 17(2), 217-240. https://doi.org/10.5944/educxx1.17.2.11489
Mohammadi, M. K., Mohibbi, A. A., y Hedayati, M. H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan. Education and Information Technologies, 26, 5165-5198. https://doi.org/10.1007/s10639-021-10517-z
Oguguo, B. C. E., Nannim, F. A., Agah, J. J., Ugwuanyi, C. S., Ene, C. U., y Nzeadibe, A. C. (2021). Effect of learning management system on Student’s performance in educational measurement and evaluation. Education and Information Technologies, 26, 1471-1483. https://doi.org/10.1007/s10639-020-10318-w
Padilla-Meléndez, A., Del Aguila-Obra, A. R., y Garrido-Moreno, A. (2013). Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario. Computers and Education, 63, 306-317. https://doi.org/10.1016/j.compedu.2012.12.014
Ramírez-Correa, P., Rondán-Cataluña, F. J., y Arenas-Gaitán, J. (2010). Influencia del género en la percepción y adopción de e-learning: Estudio exploratorio en una universidad chilena. Journal of Technology Management and Innovation, 5(3), 129-141. https://doi.org/10.4067/S0718-27242010000300010
Rienties, B., Giesbers, B., Lygo-Baker, S., Ma, H. W. S., y Rees, R. (2016). Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective. Interactive Learning Environments, 24(3), 539-552. https://doi.org/10.1080/10494820.2014.881394
Rodríguez-Rodríguez, J., y Reguant-Álvarez, M. (2020). Calcular la fiabilidad de un cuestionario o escala mediante el SPSS: el coeficiente alfa de Cronbach. REIRE Revista d’Innovació i Recerca en Educació, 13(2), 1-13. https://doi.org/10.1344/reire2020.13.230048
UNESCO. (2013). Enfoque estratégico sobre las TICs en educación en América Latina y el Caribe. Oficina Regional de Educación para América Latina y el Caribe. https://unesdoc.unesco.org/ark:/48223/pf0000223251
Villalobos, A., y Melo, Y. (2020). Creatividad y transferencia didáctica en la acción pedagógica de docentes universitarios chilenos. Cuadernos de Investigación Educativa, 11(2), 35-54. https://doi.org/10.18861/cied.2020.11.2.2992
Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., y Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428-438. https://doi.org/10.1111/j.1467-8535.2011.01195.x
Yong-Varela, L. A., Rivas-Tovar, L. A., 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. Recuperado de: https://revistas.unal.edu.co/index.php/innovar/article/view/29202
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Byron Hidalgo-Cajo, Iván Hidalgo-Cajo, Angel Mayacela-Alulema, Diego Hidalgo-Cajo, Luis Satán-Gunza
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors whishing to publish in this journal agree to the following conditions:
- The author or author retain copyright and grants the journal the right of first publication of the paper.
- The texts will be published under license "Reconocimiento Creative Commons 4.0 España", which allows to share, distribute, reproduce and the public communication of the paper, as long as the name of the author or authors and the journal are clearly stated.
