Faculty of Public Administration, University of Ljubljana, Ljubljana, Slovenia.
PLoS One. 2019 Nov 21;14(11):e0223767. doi: 10.1371/journal.pone.0223767. eCollection 2019.
Performed in a Slovenian higher education institution, the presented research was designed to help investigate which factors influence the ways a student perceives an e-course's usefulness in a blended learning environment. The study is based on an online questionnaire completed by 539 students whose participation in the survey was voluntary. Using structural equation modelling, the students' perceptions of different aspects were investigated, including their attitudes to course topics and technology, learning preferences, teachers' role in course design and managing the teaching process. The empirical results show e-learning is positively perceived to be usefulness when: (1) the teacher is engaged and their activities in an e-course, with the (2) a student's attitude to the subject matter and the lecturer's classroom performance having a direct impact, and (3) technology acceptance having an indirect impact. No major differences were revealed when the model was tested on student subgroups sorted by gender, year of study, and students' weekly spare-time activities.
在斯洛文尼亚的高等教育机构进行的这项研究旨在帮助调查哪些因素影响学生在混合学习环境中感知电子课程有用性的方式。该研究基于一份在线问卷，共有 539 名学生自愿参与了这项调查。研究采用结构方程模型，调查了学生对不同方面的看法，包括他们对课程主题和技术的态度、学习偏好、教师在课程设计和教学过程管理中的角色。实证结果表明，当教师积极参与电子课程的活动，并且学生对课程主题和讲师的课堂表现持积极态度时，电子学习被认为是有用的：（1）学生对课程主题和讲师的课堂表现有直接影响，（2）技术接受度有间接影响。当根据性别、学习年限和学生每周业余时间活动对学生分组进行模型测试时，没有发现重大差异。
