Araştırma Makalesi
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An Analysis of the Factors Affecting Use of Learning Management System in the Framework of Extended Technology Acceptance Model with Structural Equation Model

Yıl 2020, Cilt: 21 Sayı: 2, 431 - 449, 30.12.2020

Öz

The aim of the study is to examine the factors affecting the use of learning management system by university students. In this context, 211 students who have taken English I and / or English II courses, which are compulsory courses in the first year curricula of associate and undergraduate programs of a public university and offered through the learning management system, participated in the study. The research data were analyzed with the structural equation model. As a result of the path analysis, it has been determined that “course content quality” and “user interface design” dimensions have statistically significant effects on “perceived ease of use”, “perceived usefulness” and “perceived enjoyment” dimensions. When the extended technology acceptance model proposed in the study was evaluated within its own dimensions, it was determined that the “perceived enjoyment” dimension was a significant predictor of the “intent to use” dimension.

Kaynakça

  • Adams, D. A., Nelson, R. R. ve Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: A replication. MIS Quarterly, 16(2), 227-247.
  • Agarwal, R. ve Prasad, J. (1998). A conceptual and operational definition of personal innovativeness in the domain of information technology. Information Systems Research, 9(2), 204-215.
  • Al-Ammari, J. ve Hamad, S. (2008). Factors influencing the adoption of e-learning at UOB (University of Bahrain): Proceedings of the Second International Conference and Exhibition for the Zain E-Learning Center, Manama, Bahrain, 28- 30 April.
  • Alenezi, A. R., Abdul Karim, A. M. ve Veloo, A. (2010). An empirical investigation into the role of enjoyment, computer anxiety, computer self-efficacy and internet experience in influencing the students' intention to use e-learning: A case study from Saudi Arabian governmental universities. TOJET: The Turkish Online Journal of Educational Technology, 9(4), 22-34.
  • Almaiah, M. A., Jalil, M. A. ve Man, M. (2016). Extending the TAM to examine the effects of quality features on mobile learning acceptance. Journal of Computers in Education, 3(4), 453-485.
  • Anderson, J. C. ve Gerbing, D. W. (1988). Structural equation modelling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423.
  • Arbaugh, J.B. (2000). Virtual classroom characteristics and student satisfaction with Internet-based MBA. Journal of Management Education, 24(1), 32-54.
  • Bilge, B. (2017). Yıkıcı teknolojilerin belirlenmesi. Savunma Bilimleri Dergisi, 18(1), 57-83.
  • Brown, I., Ingram, L., Stothers, R. ve Thorp, S. (2006). The role of learning styles in the acceptance of web-based learning tools. Proceedings of the 36th Annual Conference of the Southern African Computer Lecturers Association SACLA2006, 1(1),189-200.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri (14. Baskı). Ankara: Pegem Yayınları.
  • Chen, Y.- C., Lin, Y.- C., Yeh, R. C. ve Lou, S.- J. (2013). Examining factors affecting collegue students' ıntention to use web-based ınstruction systems: Towards an ıntegrated model. TOJET: The Turkish Online Journal of Educational Technology, 12(2), 111-121.
  • Cheng, Y.- M. (2012). Effects of quality antecedents on e-learning acceptance. Internet Research, 22(3), 361-390.
  • Cho, V., Cheng, T. C. E. ve Lai, W. M. J. (2009). The role of perceived user-interface design in continued usage intention of self-paced e-learning Tools. Computers&Education, 53(2), 216-227.
  • Choi, D. H., Kim, J. ve Kim, S. H. (2007). ERP training with a web-based electronic learning system: The flow theory perspective. International Journal of Human-Computer Studies, 65(3), 223-243.
  • Çelik, K. ve Sökmen, A. (2018). Uzaktan eğitime devam etme niyetinin anlaşılması: Genişletilmiş teknoloji kabul modeli. Yönetim, Ekonomi ve Pazarlama Araştırmaları Dergisi, 2(3), 1-23.
  • Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user ınformation systems: Theory and results. Sloan School of Management, Massachusetts Institute of Technology,
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  • Davis, F. D., Bagozzi, R. P. ve Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003.
  • Davis, F. D., Bagozzi, R. P. ve Warshaw, P.R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111-32.
  • DeLone W. H. ve McLean, E. R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9-30.
  • DeLone, W. H. ve McLean, E. R. (1992). Information systems success: The quest for the dependent variable. Information Systems Research, 3(1), 60-95.
  • DeLone, W. H. ve McLean, E. R. (2002). Information systems success revisited. Proceedings of the 35th Hawaii International Conference on System Sciences,1-11.
  • Efiloğlu Kurt, Ö. (2015). Üniversite öğrencilerinin uzaktan eğitime bakış açılarının teknoloji kabul modeli ve bilgi sistemleri başarı modeli entegrasyonu ile belirlenmesi. Uluslararası Alanya İşletme Fakültesi Dergisi, 7(3), 223-234.
  • Eraslan Yalçın, M. (2018). Students' Acceptance of and Intention to Use Learning Management Systems Using Extended TAM. (Yayımlanmamış yüksek lisans tezi). Boğaziçi Üniversitesi, Sosyal Bilimler Enstitüsü Yönetim Bilişim Sistemleri, İstanbul.
  • Eren, A. ve Kaya, M. D. (2017). Üniversite öğrencilerinin uzaktan eğitim sistemine bakış açılarının teknoloji kabul modeli ile incelenmesi. Sosyal Bilimler Enstitüsü Dergisi, 1(35), 203-222.
  • Eryılmaz Toksoy, S. ve Akdeniz, A. R. (2015). Determining student difficulties in solving problems related to force and motion units via hint cards. Eğitim ve Bilim, 40(180), 343-362.
  • Fornell, C. ve Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
  • Freeze, R. D., Alshare, K. A., Lane, P. L. ve Wen, H. J. (2010). IS success model in e-learning context based on students' perceptions. Journal of Information Systems Education, 21(1), 173-184.
  • Hasan, B. ve Ahmed, M. U. (2007). Effects of interface style on user perceptions and behavioral intention to use computer systems. Computers in Human Behavior, 23(6), 3025-3037.
  • Holmes-Smith, P. (2001). Introduction to Structural Equation Modeling Using LISREL. ACSPRI Winter Training Program, Perth. https://elearningindustry.com/the-20-best-learning-management-systems, Erişim Tarihi: 25.04.2020
  • Hu, P. J., Chau, P. Y. K., Sheng, O. R. L. ve Tam, K. Y. (1999). Examining the technology acceptance model using physician acceptance of telemedicine technology. Journal of Management Information Systems, 16(2), 91-112.
  • Joshi, K. (2005). Understanding user resistance and acceptance during the implementation of an order management system: A case study using the equity implementation model. Journal of Information Technology Case and Application Research, 7(1), 6-20.
  • Karim, N. A. ve Shukur, Z. (2016). proposed features of an online examination interface design and its optimal values. Computers in Human Behavior, 64, 414-422.
  • Lee B.- C., Yoon, J.- O. ve Lee, I. (2009). Learners' acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53(4), 1320-1329.
  • Lee, Y. C. (2006). An empirical ınvestigation into factors influencing the adoption of an e-learning system. Online Information Review, 30(5), 517-541.
  • Lee, Y., Kozar, K. A. ve Larsen, K. R. T. (2003). the technology acceptance model: Past, present and future. Communications of the Association for Information Systems, 12(50), 752-780.
  • Legris, P., Ingham, J. ve Collerette, P. (2003). why do people use information technology? A critical review of the technology acceptance model. Information & Management, 40(3), 191-204.
  • Liu, I.-F., Chen, M. C., Sun, Y. S., Wible, D. ve Kuo, C.-H. (2010). extending the TAM model to explore the factors that affect intention to use an online learning community. Computers & Education, 54(2), 600-610.
  • Lu, J., Yu, C.-S., Liu, C. ve Yao, J. E. (2003). Technology acceptance model for wireless internet. Internet Research, 13(3), 206-222.
  • Mathieson, K. (1991). Predicting user intentions: Comparing the technology acceptance model with the theory of planned behaviour. Information Systems Research, 2(3),173-191.
  • Ngai, E. W. T., Poon, J. K. L. ve Chan, Y. H. C. (2007). Empirical examination of the adoption of webct using TAM. Computers & Education, 48(2), 250-267. Nunnally, J.C. (1978). Psychometric Theory (2nd ed.). New York: McGraw-Hill.
  • Park, Y., Son, H. ve Kim, C. (2012). Investigating the determinants of construction professionals' acceptance of web-based training: An extension of the technology acceptance model. Automation in Construction, 22, 377-386.
  • Tavakol, M. ve Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55.
  • Uzun, E., Yıldırım, A. ve Özden, M. Y. (2013). Students' perceptions about learning environment of a distance course based on technology acceptance model: A descriptive study. Mersin Universitesi Eğitim Fakültesi Dergisi, 9(1), 201-211.
  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342-365.
  • Venkatesh, V. ve Bala, H. (2008). Technology acceptance model 3 and a research agenda on ınterventions. Decision Sciences, 39(2), 273-315.
  • Venkatesh, V. ve Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204.
  • Venkatesh, V., Morris, M. G. ve Davis, G. B. (2003). User acceptance of ınformation technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
  • Wu, X. ve Gao, Y. (2011). Applying the extended technology acceptance model to the use of clickers in student learning: Some evidence from macroeconomics classes. American Journal of Business Education, 4(7), 43-50.
  • Yamagata-Lynch, L.C., Cowan, J. ve Luetkehans, L.M. (2015). Transforming disruptive technology into sustainable technology: understanding the front-end design of an online program at a brick-and-mortar university. Internet and Higher Education, 26, 10-18.
  • Yıldırım, A. ve Şimşek, H. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yıldız, D. Ve Uzunsakal, E. (2018). Alan araştırmalarında güvenilirlik testlerinin karşılaştırılması ve tarımsal veriler üzerine bir uygulama. Uygulamalı Sosyal Bilimler Dergisi, 2(1), 14-28.
  • Zare, H. ve Yazdanparast, S. (2013). The causal model of effective factors on intention to use of information technology among payam noor and traditional universities students. Life Science Journal, 10(2), 46-50.

Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli ile Analizi

Yıl 2020, Cilt: 21 Sayı: 2, 431 - 449, 30.12.2020

Öz

Araştırmanın amacı, üniversite öğrencilerinin öğrenme yönetim sistemi kullanımlarını etkileyen faktörlerin incelenmesidir. Bu kapsamda, araştırmaya bir kamu üniversitesinin ön lisans ve lisans programlarının birinci sınıf müfredatlarında zorunlu ders olarak yer alan ve öğrenme yönetim sistemi aracılığıyla sunulan İngilizce I ve/veya İngilizce II derslerini en az bir dönem almış olan 211 öğrenci katılmıştır. Araştırma verileri, yapısal eşitlik modeli ile analiz edilmiştir. Yapılan yol analizi sonucunda, ders içeriği kalitesi ve kullanıcı arayüz tasarımı boyutlarının; algılanan kullanım kolaylığı, algılanan kullanışlılık ve algılanan keyif boyutları üzerinde istatistiksel olarak anlamlı etkilerinin bulunduğu saptanmıştır. Araştırmada önerilen genişletilmiş teknoloji kabul modeli kendi boyutları içinde değerlendirildiğinde ise algılanan keyif boyutunun, kullanma niyeti boyutunun anlamlı bir yordayıcısı olduğu belirlenmiştir.

Kaynakça

  • Adams, D. A., Nelson, R. R. ve Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: A replication. MIS Quarterly, 16(2), 227-247.
  • Agarwal, R. ve Prasad, J. (1998). A conceptual and operational definition of personal innovativeness in the domain of information technology. Information Systems Research, 9(2), 204-215.
  • Al-Ammari, J. ve Hamad, S. (2008). Factors influencing the adoption of e-learning at UOB (University of Bahrain): Proceedings of the Second International Conference and Exhibition for the Zain E-Learning Center, Manama, Bahrain, 28- 30 April.
  • Alenezi, A. R., Abdul Karim, A. M. ve Veloo, A. (2010). An empirical investigation into the role of enjoyment, computer anxiety, computer self-efficacy and internet experience in influencing the students' intention to use e-learning: A case study from Saudi Arabian governmental universities. TOJET: The Turkish Online Journal of Educational Technology, 9(4), 22-34.
  • Almaiah, M. A., Jalil, M. A. ve Man, M. (2016). Extending the TAM to examine the effects of quality features on mobile learning acceptance. Journal of Computers in Education, 3(4), 453-485.
  • Anderson, J. C. ve Gerbing, D. W. (1988). Structural equation modelling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423.
  • Arbaugh, J.B. (2000). Virtual classroom characteristics and student satisfaction with Internet-based MBA. Journal of Management Education, 24(1), 32-54.
  • Bilge, B. (2017). Yıkıcı teknolojilerin belirlenmesi. Savunma Bilimleri Dergisi, 18(1), 57-83.
  • Brown, I., Ingram, L., Stothers, R. ve Thorp, S. (2006). The role of learning styles in the acceptance of web-based learning tools. Proceedings of the 36th Annual Conference of the Southern African Computer Lecturers Association SACLA2006, 1(1),189-200.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri (14. Baskı). Ankara: Pegem Yayınları.
  • Chen, Y.- C., Lin, Y.- C., Yeh, R. C. ve Lou, S.- J. (2013). Examining factors affecting collegue students' ıntention to use web-based ınstruction systems: Towards an ıntegrated model. TOJET: The Turkish Online Journal of Educational Technology, 12(2), 111-121.
  • Cheng, Y.- M. (2012). Effects of quality antecedents on e-learning acceptance. Internet Research, 22(3), 361-390.
  • Cho, V., Cheng, T. C. E. ve Lai, W. M. J. (2009). The role of perceived user-interface design in continued usage intention of self-paced e-learning Tools. Computers&Education, 53(2), 216-227.
  • Choi, D. H., Kim, J. ve Kim, S. H. (2007). ERP training with a web-based electronic learning system: The flow theory perspective. International Journal of Human-Computer Studies, 65(3), 223-243.
  • Çelik, K. ve Sökmen, A. (2018). Uzaktan eğitime devam etme niyetinin anlaşılması: Genişletilmiş teknoloji kabul modeli. Yönetim, Ekonomi ve Pazarlama Araştırmaları Dergisi, 2(3), 1-23.
  • Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user ınformation systems: Theory and results. Sloan School of Management, Massachusetts Institute of Technology,
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  • Davis, F. D., Bagozzi, R. P. ve Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003.
  • Davis, F. D., Bagozzi, R. P. ve Warshaw, P.R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111-32.
  • DeLone W. H. ve McLean, E. R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9-30.
  • DeLone, W. H. ve McLean, E. R. (1992). Information systems success: The quest for the dependent variable. Information Systems Research, 3(1), 60-95.
  • DeLone, W. H. ve McLean, E. R. (2002). Information systems success revisited. Proceedings of the 35th Hawaii International Conference on System Sciences,1-11.
  • Efiloğlu Kurt, Ö. (2015). Üniversite öğrencilerinin uzaktan eğitime bakış açılarının teknoloji kabul modeli ve bilgi sistemleri başarı modeli entegrasyonu ile belirlenmesi. Uluslararası Alanya İşletme Fakültesi Dergisi, 7(3), 223-234.
  • Eraslan Yalçın, M. (2018). Students' Acceptance of and Intention to Use Learning Management Systems Using Extended TAM. (Yayımlanmamış yüksek lisans tezi). Boğaziçi Üniversitesi, Sosyal Bilimler Enstitüsü Yönetim Bilişim Sistemleri, İstanbul.
  • Eren, A. ve Kaya, M. D. (2017). Üniversite öğrencilerinin uzaktan eğitim sistemine bakış açılarının teknoloji kabul modeli ile incelenmesi. Sosyal Bilimler Enstitüsü Dergisi, 1(35), 203-222.
  • Eryılmaz Toksoy, S. ve Akdeniz, A. R. (2015). Determining student difficulties in solving problems related to force and motion units via hint cards. Eğitim ve Bilim, 40(180), 343-362.
  • Fornell, C. ve Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
  • Freeze, R. D., Alshare, K. A., Lane, P. L. ve Wen, H. J. (2010). IS success model in e-learning context based on students' perceptions. Journal of Information Systems Education, 21(1), 173-184.
  • Hasan, B. ve Ahmed, M. U. (2007). Effects of interface style on user perceptions and behavioral intention to use computer systems. Computers in Human Behavior, 23(6), 3025-3037.
  • Holmes-Smith, P. (2001). Introduction to Structural Equation Modeling Using LISREL. ACSPRI Winter Training Program, Perth. https://elearningindustry.com/the-20-best-learning-management-systems, Erişim Tarihi: 25.04.2020
  • Hu, P. J., Chau, P. Y. K., Sheng, O. R. L. ve Tam, K. Y. (1999). Examining the technology acceptance model using physician acceptance of telemedicine technology. Journal of Management Information Systems, 16(2), 91-112.
  • Joshi, K. (2005). Understanding user resistance and acceptance during the implementation of an order management system: A case study using the equity implementation model. Journal of Information Technology Case and Application Research, 7(1), 6-20.
  • Karim, N. A. ve Shukur, Z. (2016). proposed features of an online examination interface design and its optimal values. Computers in Human Behavior, 64, 414-422.
  • Lee B.- C., Yoon, J.- O. ve Lee, I. (2009). Learners' acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53(4), 1320-1329.
  • Lee, Y. C. (2006). An empirical ınvestigation into factors influencing the adoption of an e-learning system. Online Information Review, 30(5), 517-541.
  • Lee, Y., Kozar, K. A. ve Larsen, K. R. T. (2003). the technology acceptance model: Past, present and future. Communications of the Association for Information Systems, 12(50), 752-780.
  • Legris, P., Ingham, J. ve Collerette, P. (2003). why do people use information technology? A critical review of the technology acceptance model. Information & Management, 40(3), 191-204.
  • Liu, I.-F., Chen, M. C., Sun, Y. S., Wible, D. ve Kuo, C.-H. (2010). extending the TAM model to explore the factors that affect intention to use an online learning community. Computers & Education, 54(2), 600-610.
  • Lu, J., Yu, C.-S., Liu, C. ve Yao, J. E. (2003). Technology acceptance model for wireless internet. Internet Research, 13(3), 206-222.
  • Mathieson, K. (1991). Predicting user intentions: Comparing the technology acceptance model with the theory of planned behaviour. Information Systems Research, 2(3),173-191.
  • Ngai, E. W. T., Poon, J. K. L. ve Chan, Y. H. C. (2007). Empirical examination of the adoption of webct using TAM. Computers & Education, 48(2), 250-267. Nunnally, J.C. (1978). Psychometric Theory (2nd ed.). New York: McGraw-Hill.
  • Park, Y., Son, H. ve Kim, C. (2012). Investigating the determinants of construction professionals' acceptance of web-based training: An extension of the technology acceptance model. Automation in Construction, 22, 377-386.
  • Tavakol, M. ve Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55.
  • Uzun, E., Yıldırım, A. ve Özden, M. Y. (2013). Students' perceptions about learning environment of a distance course based on technology acceptance model: A descriptive study. Mersin Universitesi Eğitim Fakültesi Dergisi, 9(1), 201-211.
  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342-365.
  • Venkatesh, V. ve Bala, H. (2008). Technology acceptance model 3 and a research agenda on ınterventions. Decision Sciences, 39(2), 273-315.
  • Venkatesh, V. ve Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204.
  • Venkatesh, V., Morris, M. G. ve Davis, G. B. (2003). User acceptance of ınformation technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
  • Wu, X. ve Gao, Y. (2011). Applying the extended technology acceptance model to the use of clickers in student learning: Some evidence from macroeconomics classes. American Journal of Business Education, 4(7), 43-50.
  • Yamagata-Lynch, L.C., Cowan, J. ve Luetkehans, L.M. (2015). Transforming disruptive technology into sustainable technology: understanding the front-end design of an online program at a brick-and-mortar university. Internet and Higher Education, 26, 10-18.
  • Yıldırım, A. ve Şimşek, H. (2003). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yıldız, D. Ve Uzunsakal, E. (2018). Alan araştırmalarında güvenilirlik testlerinin karşılaştırılması ve tarımsal veriler üzerine bir uygulama. Uygulamalı Sosyal Bilimler Dergisi, 2(1), 14-28.
  • Zare, H. ve Yazdanparast, S. (2013). The causal model of effective factors on intention to use of information technology among payam noor and traditional universities students. Life Science Journal, 10(2), 46-50.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Tayfun Yörük 0000-0002-4900-5705

Nuray Akar 0000-0003-2444-1233

Hande Erdoğan 0000-0003-0638-4853

Yayımlanma Tarihi 30 Aralık 2020
Gönderilme Tarihi 9 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 21 Sayı: 2

Kaynak Göster

APA Yörük, T., Akar, N., & Erdoğan, H. (2020). Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli ile Analizi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 21(2), 431-449.
AMA Yörük T, Akar N, Erdoğan H. Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli ile Analizi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. Aralık 2020;21(2):431-449.
Chicago Yörük, Tayfun, Nuray Akar, ve Hande Erdoğan. “Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli Ile Analizi”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 21, sy. 2 (Aralık 2020): 431-49.
EndNote Yörük T, Akar N, Erdoğan H (01 Aralık 2020) Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli ile Analizi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 21 2 431–449.
IEEE T. Yörük, N. Akar, ve H. Erdoğan, “Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli ile Analizi”, Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, c. 21, sy. 2, ss. 431–449, 2020.
ISNAD Yörük, Tayfun vd. “Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli Ile Analizi”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 21/2 (Aralık 2020), 431-449.
JAMA Yörük T, Akar N, Erdoğan H. Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli ile Analizi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 2020;21:431–449.
MLA Yörük, Tayfun vd. “Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli Ile Analizi”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, c. 21, sy. 2, 2020, ss. 431-49.
Vancouver Yörük T, Akar N, Erdoğan H. Öğrenme Yönetim Sistemi Kullanımını Etkileyen Faktörlerin Genişletilmiş Teknoloji Kabul Modeli Çerçevesinde Yapısal Eşitlik Modeli ile Analizi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 2020;21(2):431-49.