Araştırma Makalesi
BibTex RIS Kaynak Göster

The Acceptance and Use of an Online Exam System by Online Learners: Implementation of the UTAUT Model

Yıl 2021, Cilt: 11 Sayı: 3, 412 - 430, 01.12.2021
https://doi.org/10.19126/suje.830529

Öz

The achievement of technology depends heavily on its actual use by the target users. Similarly, the success of online exam systems also depends on the acceptance of target learners. In this regard, the purpose of this study was to investigate the factors that affect the acceptance of an online exam system by online learners. The study was conducted at a state university in Turkey during the fall semester of 2019-2020. A total of 277 online learners participated in this study. The research model of the study was based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Participants’ data were collected through a survey, which included items of performance expectancy, effort expectancy, facilitating conditions, and social influence factors from the UTAUT model. Structural equation modelling (SEM) analysis was used to investigate the structure of the research model. The SEM results revealed that performance expectancy and facilitating conditions were positively related to online learners’ acceptance of an online exam system. However, according to the results, effort expectancy and social influence were not significantly related to online learners’ acceptance of an online exam system.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  • Ajzen, I., Fishbein, M. (1972). Attitudes and normative beliefs as factors influencing behavioral intentions. Journal of Personality and Social Psychology, 21(1), 1-9.
  • Al-Mashaqbeh, I. F., & Al Hamad, A. (2010). Student's perception of an online exam within the Decision Support System Course at Al al Bayt University. In Proceedings Second International Conference on Computer Research and Development, ICCRD 2010 (pp. 131-135). IEEE.doi: 10.1109/ICCRD.2010.15
  • Alsadoon, H. (2017). Students' Perceptions of E-Assessment at Saudi Electronic University. Turkish Online Journal of Educational Technology-TOJET, 16(1), 147-153.
  • Böhmer, C., Feldmann, N., & Ibsen, M. (2018). E-exams in engineering education — online testing of engineering competencies: Experiences and lessons learned. Paper presented at the 2018 IEEE Global Engineering Education Conference (EDUCON). doi: 10.1109/EDUCON.2018.8363281
  • Cabı, E. (2016). Uzaktan Eğitimde E-Değerlendirme Üzerine Öğrenci Algıları. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 6(1), 94-101. doi:10.5961/jhes.2016.146.
  • Davis, F. D., (1989). Perceived Usefulness, perceived ease of use and use acceptance of information technology. MIS Quarterly, 13(3), 319-339.
  • Dermo, J. (2009). e‐Assessment and the student learning experience: A survey of student perceptions of e‐assessment. British Journal of Educational Technology, 40(2), 203-214. doi: 10.1111/j.1467-8535.2008.00915.x
  • Esteban-Millat, I., Martínez-López, F. J., Pujol-Jover, M., Gázquez-Abad, J. C., & Alegret, A. (2018). An extension of the technology acceptance model for online learning environments. Interactive Learning Environments, 26(7), 895-910.
  • Hillier, M. (2014). The very idea of e-Exams: student (pre) conceptions. In B. Hegarty, J. McDonald, & S.-K. Lok (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings Ascilite, Dunedin 2014 (pp. 77-88). Ascilite.
  • Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243-258.
  • Jawaid, M., Moosa, F. A., Jaleel, F., & Ashraf, J. (2014). Computer based assessment (CBA): perception of residents at Dow University of Health Sciences. Pakistan journal of medical sciences, 30(4), 688-691. doi: 10.12669/pjms.304.5444.
  • Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teaching of Psychology, 36(1), 33–37. https://doi.org/10.1080/00986280802528972.
  • Karaman, S. (2011). Examining the effects of flexible online exams on students engagement in e-learning. Educational Research and Reviews, 6(3), 259-264.
  • Laine, K., Sipilä, E., Anderson, M., & Sydänheimo, L. (2016). Electronic exam in electronics studies. Paper presented at the SEFI Annual Conference 2016: Engineering Education on Top of the World: Industry University Cooperation. Tampere, Finland.
  • Larmuseau, C., Desmet, P., & Depaepe, F. (2019). Perceptions of instructional quality: impact on acceptance and use of an online learning environment. Interactive Learning Environments, 27(7), 953-964.
  • Lee, B. C., Yoon, J. O., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53(4), 1320-1329.
  • Lee, J. W. (2010). Online support service quality, online learning acceptance, and student satisfaction. The Internet and Higher Education, 13(4), 277-283.
  • Maqableh, M., Masa’deh, R., & Mohammed, A. (2015). The Acceptance and Use of Computer Based Assessment in Higher Education. Journal of Software Engineering and Applications, 8 (10), 557-574. doi: 10.4236/jsea.2015.810053.
  • Ndubisi, N. (2006). Factors of online learning adoption: A comparative juxtaposition of the theory of planned behaviour and the technology acceptance model. International Journal on E-learning, 5(4), 571-591.
  • Orr, R., & Foster, S. (2013). Increasing student success using online quizzing in introductory (majors) biology. CBE—Life Sciences Education, 12(3), 509–514. https://doi.org/10.1187/cbe.12-10-0183.
  • Özden, M. Y., Erturk, I., & Sanlı, R. (2004). Students’ perceptions about online assessment: A case study. Journal of Distance Education, 19(2), 77-92. Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150–162.
  • Rogers, E.M. (1995). Diffusion of Innovations, 4th edn, Free Press, New York.
  • Salloum, S. A., Al-Emran, M., Shaalan, K., & Tarhini, A. (2019). Factors affecting the E-learning acceptance: A case study from UAE. Education and Information Technologies, 24(1), 509-530.
  • Sarrayrih, M. A., & Ilyas, M. (2013). Challenges of online exam, performances and problems for online university exam. International Journal of Computer Science Issues (IJCSI), 10(1), 439-443.
  • Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172-185.
  • Tan, P. J. B. (2013). Students’ adoptions and attitudes towards electronic placement tests: A UTAUT analysis. American Journal of Computer Technology and Application, 1(1), 14-23.
  • Terzis, V., & Economides, A. A. (2011). The acceptance and use of computer based assessment. Computers & Education, 56(4), 1032-1044.
  • Terzis, V., Moridis, C. N., Economides, A. A., & Mendez, G. R. (2013). Computer based assessment acceptance: A cross-cultural study in Greece and Mexico. Journal of Educational Technology & Society, 16(3), 411-424.
  • Thongsri, N., Shen, L., & Bao, Y. (2019). Investigating factors affecting learner’s perception toward online learning: evidence from ClassStart application in Thailand. Behaviour & Information Technology, 1-16. Retrieved from https://doi.org/10.1080/0144929X.2019.1581259
  • Venkatesh, V., & 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., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 27(3), 425-478.

Çevrimiçi Sınav Sisteminin Uzaktan Eğitim Öğrencileri Tarafından Kabulü ve Kullanımı: UTAUT Modelinin Uygulanması

Yıl 2021, Cilt: 11 Sayı: 3, 412 - 430, 01.12.2021
https://doi.org/10.19126/suje.830529

Öz

Bir teknolojinin başarısı, büyük ölçüde hedef kullanıcılar tarafından kullanımına bağlıdır. Benzer şekilde, çevrimiçi sınav sistemlerinin başarısı için hedef öğrenciler tarafından kabul edilerek kullanılması önem taşımaktadır. Bu bağlamda, bu çalışma, uzaktan eğitim öğrencilerinin çevrimiçi sınav sistemini kabul etmesine etki eden faktörleri araştırmayı amaçlamaktadır. Bu çalışma, 2019-2020 güz döneminde Türkiye'deki bir devlet üniversitesinde gerçekleştirilmiştir. Bu çalışmaya toplam 277 uzaktan eğitim öğrencisi katılmıştır. Araştırma modeli, Birleştirilmiş Kabul ve Teknoloji Kullanımı Teorisine (UTAUT) dayanmaktadır. Katılımcılardan verilerin toplanmasında anket yönteminden yararlanılmıştır. Anket kapsamında performans beklentisi, çaba beklentisi, kolaylaştırıcı koşullar, ve sosyal etki faktörlerine ait maddeler yer almaktadır. UTAUT faktörleri ile öğrencilerin çevrimiçi sınav sistemi kullanımı arasındaki ilişkiyi araştırmak için yapısal eşitlik modelleme analizi kullanılmıştır. Analiz sonuçlarına göre, performans beklentisi ve kolaylaştırıcı koşullar uzaktan eğitim öğrencilerinin çevrimiçi sınav sistemini kabulü için istatistiksel olarak pozitif yönde etkili bulunmuştur. Öte yandan, çaba beklentisi ve sosyal etki faktörleri, uzaktan eğitim öğrencilerinin çevrimiçi sınav sistemini kabulü ile ilişkili bulunmamıştır.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
  • Ajzen, I., Fishbein, M. (1972). Attitudes and normative beliefs as factors influencing behavioral intentions. Journal of Personality and Social Psychology, 21(1), 1-9.
  • Al-Mashaqbeh, I. F., & Al Hamad, A. (2010). Student's perception of an online exam within the Decision Support System Course at Al al Bayt University. In Proceedings Second International Conference on Computer Research and Development, ICCRD 2010 (pp. 131-135). IEEE.doi: 10.1109/ICCRD.2010.15
  • Alsadoon, H. (2017). Students' Perceptions of E-Assessment at Saudi Electronic University. Turkish Online Journal of Educational Technology-TOJET, 16(1), 147-153.
  • Böhmer, C., Feldmann, N., & Ibsen, M. (2018). E-exams in engineering education — online testing of engineering competencies: Experiences and lessons learned. Paper presented at the 2018 IEEE Global Engineering Education Conference (EDUCON). doi: 10.1109/EDUCON.2018.8363281
  • Cabı, E. (2016). Uzaktan Eğitimde E-Değerlendirme Üzerine Öğrenci Algıları. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 6(1), 94-101. doi:10.5961/jhes.2016.146.
  • Davis, F. D., (1989). Perceived Usefulness, perceived ease of use and use acceptance of information technology. MIS Quarterly, 13(3), 319-339.
  • Dermo, J. (2009). e‐Assessment and the student learning experience: A survey of student perceptions of e‐assessment. British Journal of Educational Technology, 40(2), 203-214. doi: 10.1111/j.1467-8535.2008.00915.x
  • Esteban-Millat, I., Martínez-López, F. J., Pujol-Jover, M., Gázquez-Abad, J. C., & Alegret, A. (2018). An extension of the technology acceptance model for online learning environments. Interactive Learning Environments, 26(7), 895-910.
  • Hillier, M. (2014). The very idea of e-Exams: student (pre) conceptions. In B. Hegarty, J. McDonald, & S.-K. Lok (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings Ascilite, Dunedin 2014 (pp. 77-88). Ascilite.
  • Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243-258.
  • Jawaid, M., Moosa, F. A., Jaleel, F., & Ashraf, J. (2014). Computer based assessment (CBA): perception of residents at Dow University of Health Sciences. Pakistan journal of medical sciences, 30(4), 688-691. doi: 10.12669/pjms.304.5444.
  • Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teaching of Psychology, 36(1), 33–37. https://doi.org/10.1080/00986280802528972.
  • Karaman, S. (2011). Examining the effects of flexible online exams on students engagement in e-learning. Educational Research and Reviews, 6(3), 259-264.
  • Laine, K., Sipilä, E., Anderson, M., & Sydänheimo, L. (2016). Electronic exam in electronics studies. Paper presented at the SEFI Annual Conference 2016: Engineering Education on Top of the World: Industry University Cooperation. Tampere, Finland.
  • Larmuseau, C., Desmet, P., & Depaepe, F. (2019). Perceptions of instructional quality: impact on acceptance and use of an online learning environment. Interactive Learning Environments, 27(7), 953-964.
  • Lee, B. C., Yoon, J. O., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53(4), 1320-1329.
  • Lee, J. W. (2010). Online support service quality, online learning acceptance, and student satisfaction. The Internet and Higher Education, 13(4), 277-283.
  • Maqableh, M., Masa’deh, R., & Mohammed, A. (2015). The Acceptance and Use of Computer Based Assessment in Higher Education. Journal of Software Engineering and Applications, 8 (10), 557-574. doi: 10.4236/jsea.2015.810053.
  • Ndubisi, N. (2006). Factors of online learning adoption: A comparative juxtaposition of the theory of planned behaviour and the technology acceptance model. International Journal on E-learning, 5(4), 571-591.
  • Orr, R., & Foster, S. (2013). Increasing student success using online quizzing in introductory (majors) biology. CBE—Life Sciences Education, 12(3), 509–514. https://doi.org/10.1187/cbe.12-10-0183.
  • Özden, M. Y., Erturk, I., & Sanlı, R. (2004). Students’ perceptions about online assessment: A case study. Journal of Distance Education, 19(2), 77-92. Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning. Educational Technology & Society, 12 (3), 150–162.
  • Rogers, E.M. (1995). Diffusion of Innovations, 4th edn, Free Press, New York.
  • Salloum, S. A., Al-Emran, M., Shaalan, K., & Tarhini, A. (2019). Factors affecting the E-learning acceptance: A case study from UAE. Education and Information Technologies, 24(1), 509-530.
  • Sarrayrih, M. A., & Ilyas, M. (2013). Challenges of online exam, performances and problems for online university exam. International Journal of Computer Science Issues (IJCSI), 10(1), 439-443.
  • Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172-185.
  • Tan, P. J. B. (2013). Students’ adoptions and attitudes towards electronic placement tests: A UTAUT analysis. American Journal of Computer Technology and Application, 1(1), 14-23.
  • Terzis, V., & Economides, A. A. (2011). The acceptance and use of computer based assessment. Computers & Education, 56(4), 1032-1044.
  • Terzis, V., Moridis, C. N., Economides, A. A., & Mendez, G. R. (2013). Computer based assessment acceptance: A cross-cultural study in Greece and Mexico. Journal of Educational Technology & Society, 16(3), 411-424.
  • Thongsri, N., Shen, L., & Bao, Y. (2019). Investigating factors affecting learner’s perception toward online learning: evidence from ClassStart application in Thailand. Behaviour & Information Technology, 1-16. Retrieved from https://doi.org/10.1080/0144929X.2019.1581259
  • Venkatesh, V., & 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., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 27(3), 425-478.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Gülgün Afacan Adanır 0000-0002-0832-1808

Murat Çınar 0000-0002-2293-706X

Yayımlanma Tarihi 1 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 3

Kaynak Göster

APA Afacan Adanır, G., & Çınar, M. (2021). The Acceptance and Use of an Online Exam System by Online Learners: Implementation of the UTAUT Model. Sakarya University Journal of Education, 11(3), 412-430. https://doi.org/10.19126/suje.830529