Factores determinantes en la adopción de los sistemas de gestión de aprendizaje social en entornos mixtos universitarios

Byron Hidalgo-Cajo, Rosa Delgadillo-Ávila

Resumen


En la educación superior, los sistemas de gestión de aprendizaje (LMS) se han vuelto fundamentales para facilitar la enseñanza y el aprendizaje en entornos virtuales y mixtos. Sin embargo, su adopción plantea desafíos debido a la falta de interacción y colaboración, aspectos que los medios sociales ofrecen. El estudio revisa la literatura para identificar los factores que influyen en la adopción y uso de LMS con enfoque social en entornos mixtos universitarios. Se emplea una revisión sistemática que permitió descubrir los constructos clave, como satisfacción, utilidad percibida, facilidad de uso percibida, norma subjetiva, actitud e influencia social, entre otras con menor relevancia, mismos que permitirán proponer como trabajo futuro la creación de un modelo de aceptación y uso de LMS con enfoque social en entornos de aprendizaje mixto universitario.


Texto completo:

PDF

Referencias


Abidin, Z.; Rokhman, F.; Mathrani, A. (2021). Exploring the influencing factors of learning management systems continuance intention in a blended learning environment. International Journal of Innovation and Learning, 30(2). (https://api.semanticscholar.org/CorpusID:238654610).

Ajibade, S. S. M.; Adhikari, N.; Ngo-Hoang, D. L. (2022). An Analysis of Social Networking for E-learning in Institutions of Higher Learning using Perceived Ease of use and Perceived Usefulness. Journal of Scientometric Research, 11(2), 246–253. https://doi.org/10.5530/jscires.11.2.26.

Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In Action control (pp. 11–39). Springer.

Al-Fraihat, D.; Joy, M.; Masa’deh, R.; Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004.

Al-Rahmi, A. M.; Shamsuddin, A.; Wahab, E.; Al-Rahmi, W. M.; Alyoussef, I. Y.; Crawford, J. (2022). Social media use in higher education: Building a structural equation model for student satisfaction and performance. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.1003007.

Al-Rahmi, W. M.; Alias, N.; Othman, M. S.; Marin, V. I.; Tur, G. (2018). A model of factors affecting learning performance through the use of social media in Malaysian higher education. Computers and Education, 121, 59–72. https://doi.org/10.1016/j.compedu.2018.02.010.

Al-Sabaawi, M. Y. M.; Dahlan, H. M.; Shehzad, H. M. F.; Alshaher, A. A. (2021). A model of influencing factors of online social networks for informal learning in research institutes. Social Network Analysis and Mining, 11(1), 1–14. https://doi.org/10.1007/s13278-021-00773-9.

Al-Shara, M. A.; Mufadhal, M. E.; Sahabudin, N. A.; Arshah, R. A. (2019). Acceptance of online social networks as technology-based education tools among higher institution students: Structural equation modeling approach. Scientia Iranica, 26(1), 136–144. https://doi.org/10.24200/sci.2018.51570.2256.

Albayrak, D.; Yildirim, Z. (2015). Using social networking sites for teaching and learning: Students’ involvement in and acceptance of facebook® as a course management system. Journal of Educational Computing Research, 52(2), 155–179. https://doi.org/10.1177/0735633115571299.

Ashrafi, A.; Zareravasan, A.; Rabiee Savoji, S.; Amani, M. (2020). Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework. Interactive Learning Environments, 0(0), 1–23. https://doi.org/10.1080/10494820.2020.1734028.

Attuquayefio, S. N. (2022). Students Responses to Learning Management Systems in a Blended Learning Context. International Journal of Online Pedagogy and Course Design, 12(1), 1–17. https://doi.org/10.4018/IJOPCD.293208.

Bashir, T.; Zhongfu, T.; Sadiq, B.; Niaz, U.; Anjum, F.; Mahmood, H. (2022). An assessment of influential factors developing the intention to use social media sites: A technology acceptance model based approach. Frontiers in Psychology, 13(October), 1–13. https://doi.org/10.3389/fpsyg.2022.983930.

Bervell, B.; Umar, I. N.; Masood, M.; Kumar, J. A.; Armah, J. K.; Somuah, B. A. (2022). Promoting Voluntary Use Behavior of Learning Management Systems Among Tutors for Blended Learning in Distance Higher Education. Contemporary Educational Technology, 14(4). https://doi.org/10.30935/cedtech/12193.

Chin-Lung, H.; Chuan-Chuan, L. (2008). Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation. Information and Management, 45(1), 65–74. https://doi.org/10.1016/j.im.2007.11.001.

Choi, G.; Chung, H. (2013). Applying the Technology Acceptance Model to Social Networking Sites (SNS): Impact of Subjective Norm and Social Capital on the Acceptance of SNS. International Journal of Human-Computer Interaction, 29(10), 619–628. https://doi.org/10.1080/10447318.2012.756333.

Dash, G.; Paul, J. (2021). CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting. Technological Forecasting and Social Change, 173(June), 121092. https://doi.org/10.1016/j.techfore.2021.121092.

Davis, F. D.; Bagozzi, R. P.; Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982–1003. http://pubsonline.informs.org/doi/pdf/10.1287/mnsc.35.8.982.

Dumpit, D. Z.; Fernandez, C. J. (2017). Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0045-2.

Esawe, A. T.; Esawe, K. T.; Esawe, N. T. (2023). Acceptance of the learning management system in the time of COVID-19 pandemic: An application and extension of the unified theory of acceptance and use of technology model. E-Learning and Digital Media, 20(2), 162–190. https://doi.org/10.1177/20427530221107788.

Findik-Coskuncay, D.; Alkiş, N.; Ozkan-Yildirim, S. (2018). A structural model for students’ adoption of Learning Management Systems: An empirical investigation in the higher education context. Educational Technology and Society, 21(2), 13–27.

Fishbein, M.; Ajzen, I.; Belief, A. (1975). Intention and Behavior: An introduction to theory and research. Addison-Wesley, Reading, MA.

Ghazal, S.; Aldowah, H.; Umar, I. (2018). Critical factors to learning management system acceptance and satisfaction in a blended learning environment. Lecture Notes on Data Engineering and Communications Technologies, 5(April 2019), 688–698. https://doi.org/10.1007/978-3-319-59427-9_71.

Ghazal, S.; Aldowah, H.; Umar, I.; Bervell, B. (2018). Acceptance and satisfaction of learning management system enabled blended learning based on a modified DeLone-McLean information system success model. International Journal of Information Technology Project Management, 9(3), 52–71. https://doi.org/10.4018/IJITPM.2018070104.

Hidalgo-Cajo, B. G.; Gisbert-Cervera, M. (2022). Factores determinantes que permiten establecer tipologías de profesorado en el contexto de la innovación tecnológica. RED Revista de Educación a Distancia, 22(69), 2–23. https://doi.org/http://dx.doi.org/10.6018/red.499171.

Hidalgo-Cajo, B.; Hidalgo-Cajo, I.; Mayacela-Alulema, A.; Hidalgo-Cajo, D.; Satán-Gunza, L. (2023). Análisis comparativo entre profesores y estudiantes frente al uso de MOODLE en la Educación Superior en tiempos de pandemia. Revista d’Innovació Docent Universitària, 15, 107–121. https://doi.org/https://doi.org/10.1344/RIDU2023.15.9.

Hidalgo, B. G.; Rivera, L. A.; Delgadillo, R. S. (2019). Integration of Learning Management System Technology and Social Networking Sites in the E-Learning Mode : A Review and Discussion. ASEE Computers in Education (COED)Journal, 10(2), 1–13. (http://asee-coed.org/index.php/coed/article/view/418).

Huang, C. H. (2021). Using pls-sem model to explore the influencing factors of learning satisfaction in blended learning. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050249.

Ifinedo, P. (2018). Determinants of students’ continuance intention to use blogs to learn: an empirical investigation. Behaviour and Information Technology, 37(4), 381–392. https://doi.org/10.1080/0144929X.2018.1436594.

Kehrwald, B. A.; Parker, B. (2019). Editorial: mplementing online learning: Stories from the field. Journal of University Teaching and Learning Practice, 16(1). https://doi.org/10.53761/1.16.1.1.

Kimmons, R.; Hunsaker, E.; Evan Jones, J.; Stauffer, M. (2019). The nationwide landscape of K-12 school websites in the United States: Systems, services, intended audiences, and adoption patterns. International Review of Research in Open and Distance Learning, 20(3), 180–201.

Kitchenham, B. A.; Budgen, D.; Pearl_Brereton, O. (2011). Using mapping studies as the basis for further research - A participant-observer case study. Information and Software Technology, 53(6), 638–651. https://doi.org/10.1016/j.infsof.2010.12.011.

Kitchenham, B.; Charters, S. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering. Technical Report, 2(3). (http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.117.471).

Koranteng, F. N.; Sarsah, F. K.; Kuada, E.; Gyamfi, S. A. (2020). An empirical investigation into the perceived effectiveness of collaborative software for students’ projects. Education and Information Technologies, 25(2), 1085–1108. https://doi.org/10.1007/s10639-019-10011-7.

Lim, J. S.; Al-Aali, A.; Heinrichs, J. H.; Lim, K. S. (2013). Testing alternative models of individuals’ social media involvement and satisfaction. Computers in Human Behavior, 29(6), 2816–2828. https://doi.org/10.1016/j.chb.2013.07.022.

Moghavvemi, S.; Sharabati, M.; Paramanathan, T.; Rahin, N. M. (2017). The impact of perceived enjoyment, perceived reciprocal benefits and knowledge power on students’ knowledge sharing through Facebook. International Journal of Management Education, 15(1), 1–12. https://doi.org/10.1016/j.ijme.2016.11.002.

Pásztor, A.; Molnár, G.; Csapó, B. (2015). Technology-based assessment of creativity in educational context: The case of divergent thinking and its relation to mathematical achievement. Thinking Skills and Creativity, 18, 32–42. https://doi.org/10.1016/j.tsc.2015.05.004.

Peng, M. H.; Hwang, H. G. (2021). An empirical study to explore the adoption of e-learning social media platform in taiwan: An integrated conceptual adoption framework based on technology acceptance model and technology threat avoidance theory. Sustainability (Switzerland), 13(17). https://doi.org/10.3390/su13179946.

Petticrew, M.; Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.

Phuthong, T. (2021). Antecedents Influencing the Adoption of Collaborative Learning Social-Media Platforms Among Thai University Students During the Covid-19 ‘New Normal’ Era. International Journal of Emerging Technologies in Learning, 16(13), 108–127. https://doi.org/10.3991/ijet.v16i13.18083.

Rahman, T.; Kim, Y. S.; Noh, M.; Lee, C. K. (2021). A study on the determinants of social media based learning in higher education. Educational Technology Research and Development, 69(2), 1325–1351. https://doi.org/10.1007/s11423-021-09987-2.

Rethlefsen, M. L.; Kirtley, S.; Waffenschmidt, S.; Ayala, A. P.; Moher, D.; Page, M. J.; Koffel, J. B. (2021). PRISMA-S: an extension to the PRISMA Statement for Reporting Literature Searches in Systematic Reviews. Systematic Reviews, 10(1), 39. https://doi.org/10.1186/s13643-020-01542-z.

Rogers, E. M.; Singhal, A.; Quinlan, M. M. (1995). Diffusion of innovations. In An integrated approach to communication theory and research (pp. 432–448). Routledge.

Sabah, N. M. (2020). Motivation factors and barriers to the continuous use of blended learning approach using Moodle: students’ perceptions and individual differences. Behaviour and Information Technology, 39(8), 875–898. https://doi.org/10.1080/0144929X.2019.1623323.

Sabah, N. M. (2023). The Impact of Social Media-Based Collaborative Learning Environments on Students’ Use Outcomes in Higher Education. International Journal of Human–Computer Interaction, 39(3), 667–689. https://doi.org/10.1080/10447318.2022.2046921.

Samar, M.; Anissa, B. (2010). Investigating the factors influencing continuance usage intention of Learning management systems by university instructors The Blackboard system case. The Eletronic Library, 34(1), 1–5.

Schoonenboom, J. (2014). Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others. Computers and Education, 71, 247–256. https://doi.org/10.1016/j.compedu.2013.09.016.

Sulaiman, T. T.; Mahomed, A. S. B.; Rahman, A. A.; Hassan, M. (2023). Understanding Antecedents of Learning Management System Usage among University Lecturers Using an Integrated TAM-TOE Model. Sustainability (Switzerland), 15(3). https://doi.org/10.3390/su15031885.

Toring, H.; Legaspi, G.; Omolon, J.; Amadeo, R.; Amadeo, E.; Opolentisima, Q.; Barina, V.; Cacho, T.; Illustrimo, F.; Cortes, S. (2023). Evaluation of students’ satisfaction toward an adopted learning management system at Indiana Aerospace University: A structural equation modelling approach. Asia Pacific Management Review, 28(3), 336–346. https://doi.org/10.1016/j.apmrv.2022.12.002.

Tornatzky, L. G.; Fleischer, M.; Chakrabarti, A. K. (1990). Processes of technological innovation. Lexington books.

Traxler, J. (2009). Learning in a Mobile Age. International Journal of Mobile and Blended Learning (IJMBL), 1(1), 1–12. https://doi.org/10.4018/jmbl.2009010101.

Ustun, A. B.; Karaoglan Yilmaz, F. G.; Yilmaz, R. (2021). Investigating the role of accepting learning management system on students’ engagement and sense of community in blended learning. Education and Information Technologies, 26(4), 4751–4769. https://doi.org/10.1007/s10639-021-10500-8.

Venkatesh, V.; Morris, M.; Davis, G.; Davis, F. (2003). User Acceptance of Information Technology: Toward a Unified View. Journal of Chemical Information and Modeling, 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004.

Virani, S. R.; Saini, J. R.; Sharma, S. (2023). Adoption of massive open online courses (MOOCs) for blended learning: the Indian educators’ perspective. Interactive Learning Environments, 31(2), 1060–1076. https://doi.org/10.1080/10494820.2020.1817760.

Yuen, A. H. K.; Cheng, M.; Chan, F. H. F. (2019). Student satisfaction with learning management systems: A growth model of belief and use. British Journal of Educational Technology, 50(5), 2520–2535. https://doi.org/10.1111/bjet.12830.




DOI: http://dx.doi.org/10.54988/cv.2025.1.1537

Enlaces refback

  • No hay ningún enlace refback.


Campus Virtuales

ISSN: 2255-1514

www.revistacampusvirtuales.es

campusvirtuales@uajournals.com