Rivers Damian J
Center for Meta-Learning, Future University Hakodate, Kamedanakano 116-2, Hakodate, Hokkaido 041-8655 Japan.
Educ Inf Technol (Dordr). 2021;26(4):4353-4378. doi: 10.1007/s10639-021-10478-3. Epub 2021 Mar 2.
Informed by the educational conditions shaped by the novel coronavirus pandemic and an increased reliance upon online learning solutions and technologies, this article examines the role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle on a socially distanced asynchronous university course in Japan. With a sample of 149 students the study adopts SEM path-analysis model testing procedures and shows that agreeableness and conscientious have positive direct effects on online academic self-efficacy in addition to positive indirect effects on the acceptance of Moodle. Moreover agreeableness and conscientious had an indirect effect on course achievement while none of the five-factor model personality traits had an influence on actual Moodle use. An improved respecified model further affirmed the importance of agreeableness and conscientious and their role in online academic self-efficacy, the acceptance and actual use of Moodle and course achievement outcomes. Fourteen percent of the observed variance in course achievement was explainable through the respecified model. The discussion highlights the implications to be drawn from the data in relation to the current educational landscape from the perspective of the educator.
鉴于新型冠状病毒大流行所形成的教育条件以及对在线学习解决方案和技术的依赖增加，本文考察了在日本一所实行社交距离的异步大学课程中，人格特质和在线学术自我效能感在Moodle平台的接受度、实际使用情况和学业成绩方面所起的作用。该研究以149名学生为样本，采用结构方程模型路径分析模型测试程序，结果表明宜人性和尽责性除了对Moodle平台的接受度有积极的间接影响外，对在线学术自我效能感也有积极的直接影响。此外，宜人性和尽责性对课程成绩有间接影响，而五因素模型中的人格特质均对Moodle平台的实际使用没有影响。一个改进后的重新设定模型进一步证实了宜人性和尽责性的重要性及其在在线学术自我效能感、Moodle平台的接受度和实际使用情况以及课程成绩结果方面所起的作用。通过重新设定的模型可以解释课程成绩中14%的观测方差。讨论部分从教育者的角度突出了从这些数据中得出的与当前教育形势相关的启示。
