Please use this identifier to cite or link to this item: https://doi.org/10.1109/TEM.2007.912818
Title: Is usage a missing link in explaining the perceived learning outcome of technology-mediated learning?
Authors: Soh, P.-H. 
Subramanian, A.M. 
Keywords: Affect and anxiety
Perceived learning outcome
Self-efficacy
Technology usage
Technology-mediated learning (TML)
Issue Date: 2008
Source: Soh, P.-H., Subramanian, A.M. (2008). Is usage a missing link in explaining the perceived learning outcome of technology-mediated learning?. IEEE Transactions on Engineering Management 55 (1) : 50-66. ScholarBank@NUS Repository. https://doi.org/10.1109/TEM.2007.912818
Abstract: Information systems (IS) researchers have demonstrated that usage is a key variable in explaining the performance impact of information technology. However, existing technology-mediated learning (TML) studies have not examined the influence of usage on learning outcome and the factors that determine the usage of TML. To address this research gap, our study presents and tests a TML model by drawing insights from two research streams. First, following the IS literature, we incorporate the impact of technology usage on individual performance. Second, building on the social cognitive theory, we study the influences of self-efficacy beliefs (system and subject domain) and affective responses (affect and anxiety) on technology usage. Based on 503 matched responses collected using two-stage questionnaire surveys, our analyses confirm the significance of usage in mediating the effects of system self-efficacy and anxiety on perceived learning outcome, but not in mediating the effects of affect and subject-domain self-efficacy. We find strong support for the influences of self-efficacy beliefs on affective responses. Self-efficacy beliefs of the users are also observed to change over time and perceived learning outcome plays a significant role in explaining this change. Our research enhances the existing TML theory by producing useful insights regarding the influence of social cognitive factors of learners on the usage of TML and how usage mediates the influence of these variables on perceived learning outcome. © 2008 IEEE.
Source Title: IEEE Transactions on Engineering Management
URI: http://scholarbank.nus.edu.sg/handle/10635/44401
ISSN: 00189391
DOI: 10.1109/TEM.2007.912818
Appears in Collections:Staff Publications

Show full item record
Files in This Item:
There are no files associated with this item.

SCOPUSTM   
Citations

9
checked on Dec 6, 2017

WEB OF SCIENCETM
Citations

4
checked on Nov 22, 2017

Page view(s)

67
checked on Dec 17, 2017

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.