Action research to reassess the acceptance and use of technology in a blended learning approach amongst postgraduate business students
Authors
Sanusi, Muhammad S.Affiliation
University of ChesterPublication Date
2022-11-18
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Although the pedagogy of blended learning in higher education has been well-accepted since 2000, its dimension has been changing, mainly due to the incessant technological innovations. The impact recorded on students’ experience has been reliant on various factors. Some of these factors are cultural diversity, technical abilities, level of organisational support, language difficulties, educational background, learning environment, and instructional design, among others. In this study, the acceptance and use of technology by international MBA students have been reassessed in the blended learning environment. The motivation for the selection of the cohort of international MBA students as a sample was to enable the inclusion of diversity as one of the focal points of the study. A two-cycle model of action research was adopted to reassess the use of technology and compare the attainment of learning outcomes between the blended and traditional learning approaches. Moreover, multiple regressions were employed using the unified theory of acceptance and use of technology (UTAUT) to test the significance of each variable collected from the survey on the students’ learning experience and engagement. Our results have suggested that students’ engagement is determined by positive learning experience without any bias toward traditional or blended learning approach. Students’ age group was found to be relevant in the determination of behavioural intention, social influence, effort expectancy, performance expectancy and facilitating conditions towards the effective use of technology and blended learning. Students’ gender was an irrelevant factor in the success of a blended learning approach.Citation
Sanusi, M. S. (2022). Action research to reassess the acceptance and use of technology in a blended learning approach amongst postgraduate business students. Cogent Education, 9(1), Article: 2145813. https://doi.org/10.1080/2331186X.2022.2145813Publisher
Taylor & FrancisJournal
Cogent EducationAdditional Links
https://www.tandfonline.com/doi/full/10.1080/2331186X.2022.2145813Type
ArticleDescription
This is an Accepted Manuscript of an article published by Taylor & Francis in Cogent Education on 18/11/2022, available online: https://www.tandfonline.com/doi/full/10.1080/2331186X.2022.2145813ISSN
No print ISSNEISSN
2331-186Xae974a485f413a2113503eed53cd6c53
10.1080/2331186X.2022.2145813
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