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dc.contributor.authorSanusi, Muhammad S.
dc.date.accessioned2023-01-23T15:38:14Z
dc.date.available2023-01-23T15:38:14Z
dc.date.issued2022-11-18
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/627458/Manuscript.pdf?sequence=1
dc.identifier.citationSanusi, 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.2022.2145813en_US
dc.identifier.issnNo print ISSN
dc.identifier.urihttp://hdl.handle.net/10034/627458
dc.descriptionThis 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.2022.2145813en_US
dc.description.abstractAlthough 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.en_US
dc.publisherTaylor and Francisen_US
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/2331186X.2022.2145813en_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectAction researchen_US
dc.subjectBlended learningen_US
dc.subjectUnified theory of acceptance and use of technologyen_US
dc.subjectTriangular modelen_US
dc.subjectTraditional learningen_US
dc.subjectStudent engagementen_US
dc.subjectLearning experienceen_US
dc.titleAction research to reassess the acceptance and use of technology in a blended learning approach amongst postgraduate business studentsen_US
dc.typeArticleen_US
dc.identifier.eissn2331-186Xen_US
dc.contributor.departmentUniversity of Chesteren_US
dc.identifier.journalCogent Educationen_US
or.grant.openaccessYesen_US
rioxxterms.funderunfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecord10.1080/2331186X.2022.2145813en_US
dcterms.dateAccepted2022-11-06
rioxxterms.publicationdate2022-11-18
dc.date.deposited2023-01-23en_US
dc.indentifier.issnNo print ISSNen_US


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