@misc{10481/87360,
year = {2019},
month = {2},
url = {https://hdl.handle.net/10481/87360},
abstract = {The international higher education system should be grounded in an educational
approach in which teaching and learning methods aim to transform the student
into an active agent in their learning process. The present study aims to learn how
intention to use a personal learning environment based on Google applications for
supporting collaborative learning is formed, in the context of university student
learning. For this purpose, an expansion of the technology acceptance models was
proposed including subjective norms and social image. The model was empirically
evaluated using survey data collected from 267 students from a marketing management
degree course, on which Google applications (apps) were used to design a
learning environment to support project work and learning. The results show the
suitability of the extended TAM to explain the intention to use Google apps as a personal
learning environment in the university context. More specifically, subjective
norms contributed to the indirect effect on the intention to use Google apps through
social image and had a substantial positive influence on the social image. Meanwhile,
social image had a significant positive direct effect on perceived usefulness.
The results of the present study have a series of practical implications for the higher
education sector.},
publisher = {Springer Nature},
title = {The acceptance of a personal learning environment based on Google apps_ the role of subjective norms and social image},
doi = {https://doi.org/10.1007/s12528-019-09206-1},
author = {Rejón Guardia, Francisco and Polo Peña, Ana Isabel and Maraver Tarifa, Guillermo},
}