Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The drivers for cloud-based virtual learning environment

The drivers for cloud-based virtual learning environment PurposeThe purpose of this paper is to verify the moderating effects of school category based on the self-determination theory (SDT) in cloud-based virtual learning environment (VLE) acceptance.Design/methodology/approachTwo phases of national surveys were conducted using a random sampling technique. The research model was tested empirically using 608 samples of primary and secondary school teachers.FindingsThe full model supports significant effects of autonomy, competence, and relatedness on trust, knowledge sharing attitude and behavioral intention except the autonomy-attitude and relatedness-behavioral intention relationships. In primary school, 61, 24.1, 52.1, and 41.1 percent of variances whereas, in secondary school, 57.4, 31.5, 48.6, and 37.5 percent of variances in instructional effectiveness, behavioral intention, knowledge sharing attitude, and trust in VLE website were explained. There are significant moderating effects of category of school in all causal relationships except the autonomy-knowledge sharing attitude relationship.Practical implicationsThere are several useful theoretical and practical implications for scholars and practitioners including Ministry of Education, FrogAsia, etc.Social implicationsThe findings may enhance education quality for societal change.Originality/valueUnlike most studies which focused on TAM, UTAUT, etc., this study investigated the effects of SDT on attitude in sharing knowledge, trust in website and instructional effectiveness. Instead of studying gender differences, this study examined the school category differences. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Internet Research Emerald Publishing

The drivers for cloud-based virtual learning environment

Loading next page...
 
/lp/emerald-publishing/the-drivers-for-cloud-based-virtual-learning-environment-2ks0us4W30
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1066-2243
DOI
10.1108/IntR-08-2016-0256
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to verify the moderating effects of school category based on the self-determination theory (SDT) in cloud-based virtual learning environment (VLE) acceptance.Design/methodology/approachTwo phases of national surveys were conducted using a random sampling technique. The research model was tested empirically using 608 samples of primary and secondary school teachers.FindingsThe full model supports significant effects of autonomy, competence, and relatedness on trust, knowledge sharing attitude and behavioral intention except the autonomy-attitude and relatedness-behavioral intention relationships. In primary school, 61, 24.1, 52.1, and 41.1 percent of variances whereas, in secondary school, 57.4, 31.5, 48.6, and 37.5 percent of variances in instructional effectiveness, behavioral intention, knowledge sharing attitude, and trust in VLE website were explained. There are significant moderating effects of category of school in all causal relationships except the autonomy-knowledge sharing attitude relationship.Practical implicationsThere are several useful theoretical and practical implications for scholars and practitioners including Ministry of Education, FrogAsia, etc.Social implicationsThe findings may enhance education quality for societal change.Originality/valueUnlike most studies which focused on TAM, UTAUT, etc., this study investigated the effects of SDT on attitude in sharing knowledge, trust in website and instructional effectiveness. Instead of studying gender differences, this study examined the school category differences.

Journal

Internet ResearchEmerald Publishing

Published: Aug 7, 2017

There are no references for this article.