A Comparison of Student Technology Acceptance between Traditional and Non-Traditional Students Using Online Learning Technologies

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  • Source:
    ProQuest LLC, D.B.A. Dissertation, Northcentral University. 118 pp.
  • Accession Number:
    http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10842874
  • Publication Date:
    2018
  • Language:
    English
  • Publication Type:
    Dissertations/Theses - Doctoral Dissertations
  • Additional Information
    • Author(s):
    • Peer Reviewed:
      N/A
    • ISBN:
      978-0-438-26917-0
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      Online learning has changed higher education, emerging as a primary source for delivering courses and programs to students. As online learning has grown, more non-traditional students have entered college, many for the first time. Consequently, many of these non-traditional are experiencing online learning, and the technologies that deliver them, for the first time. Retention rates for online non-traditional students have been low and therefore understanding technology acceptance of these students is crucial to deploying online learning systems that help drive student success and retention. This quantitative research study developed and tested technology acceptance of online learning technologies using the technology acceptance model (TAM) with variables perceived ease of use (PEOU), perceived usefulness (PU), attitude (A), and intention to use (IU). The TAM variables were compared against the two dependent variables, traditional students (TS) and non-traditional students (NTS). Findings from 80 valid responses, 40 TS, and 40 NTS, in an online survey and Mountain Empire Community College (MECC), showed that PEOU had a significant effect on PU which is consistent with TAM. Findings showed that PEOU had no effect on (A) for TS but did have a significant effect on (A) for NTS. Further, PU had a significant effect on (A) and (A) had a significant effect on IU, which is consistent with TAM. Comparing TAM variables showed that there was a difference in technology acceptance between TS and NTS. Recommendations for practice include in-depth training of online learning technologies at student orientation, included student stakeholders when choosing new online learning technologies, computer competency test for all incoming online students, remedial basic computer courses for students with low computer competency scores, and engaging student stakeholders for add-ons and features that would improve the online learning experience. Recommendations for future research include expanding the study to other colleges in the Virginia Community College System, conducting more research on technology acceptance for non-traditional students, and expanding the study to different online learning technologies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    • Abstract:
      As Provided
    • Physical Description:
      118
    • Education Level:
      Higher Education
    • Journal Code:
      JAN2020
    • Publication Date:
      2018
    • Accession Number:
      ED587958