Üniversite Öğrencilerinin Öğrenme Nesneleri Kullanımlarının Öğrenme Nesnesi Kabul Modeline Göre İncelenmesi

Abstract

Since the 2000s, with the developments in online learning environments, higher education institutions are becoming increasingly popular in e-learning environments and the importance of learning objects increasing day by day. The aim of this study is to identify variables that affect the students' tendency to use learning objects, which are teaching materials in their online learning environments, and to examine the causal relationships between these variables. The study group consisted of 427 university freshman. The Learning Object Acceptance Model (LOAM), an extended version of the Technology Acceptance Model (Davis, 1989) developed by Lau and Woods (2008a), has been adapted to Turkish and used in the study. When the findings related to the scale adapted to Turkish within the scope of the study were examined, it was found that Learning Object Acceptance Model (LOAM) was composed of 35 items with 7 factors. LOAM consists of; “pedagogical quality”, “technical quality”, “content quality”; external factors and “perceived usefulness”, “perceived ease of use”, “behavioral intention", “actual use”, main factors. The general Cronbach Alpha reliability coefficient of the scale was 0.93. The research model was tested with the Structural Equation Model (SEM) developed using Lisrel 8.0. As a result of the research, the findings show that the perceived usefulness is a direct determinant and perceived ease of use is an indirect determinant of intention to use learning objects. The perceived ease of use does not seem to have an immediate influence on the direct intention of use learning objects. According to these results, the characteristics of the learning objects affect both the perceived usefulness and the perceived ease of use of the learning objects. However, although the content quality and technological quality have a significant effect on the perceived ease of use, their effect was not observed on the perceived usefulness. Despite the fact that pedagogical quality has an effect in the positive direction on perceived usefulness and this effect is meaningful, it can be said that it has no effect on the perceived ease of use.