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Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/37292

Title: Personal Learning Environments Acceptance Model: The Role of Need for Cognition, e-Learning Satisfaction and Students' Perceptions
Authors: Barrio-García, Salvador del
Arquero, José Luis
Romero-Frías, Esteban
Issue Date: 2015
Abstract: As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning using Web 2.0. This paper aims to analyse the factors (e-learning satisfaction and students’ perceptions, among others) that determine the intention of use of a PLE 2.0 initiative. The study in addition analyses the moderating role of the Need for Cognition (NFC) in the model. The results indicate that the model proposed has a high explanatory power of the intention to use a PLE 2.0 and gives support to the moderating role of NFC. The study discusses how this analysis can help to improve course designs by teachers.
Publisher: International Forum of Educational Technology & Society
Keywords: Learning experience
Personal learning environment
Learning satisfaction
Need for cognition
Open education
URI: http://hdl.handle.net/10481/37292
ISSN: 1436-4522
1176-3647
Citation: Barrio-García, S.; Arquero, J.L.; Romero-Frías, E. Personal Learning Environments Acceptance Model: The Role of Need for Cognition, e-Learning Satisfaction and Students' Perceptions. Journal of Educational Technology and Society, 18(3): 129-141 (2015). [http://hdl.handle.net/10481/37292]
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