Incremental impact of time on students' use of E-learning via Facebook
The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of th...
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| Main Authors: | , |
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| Format: | Article |
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Wiley
2017
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| Subjects: | |
| Online Access: | http://eprints.um.edu.my/21275/ https://doi.org/10.1111/bjet.12545 |
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| Summary: | The majority of studies utilised the cross-sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e-Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e-Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e-Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e-Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course-related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends. |
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