Factors Affecting Student Attitudes Toward Flexible Online Learning in Management Education

By Judy Drennan, J. Kennedy, A. Pisarski. 2005

327 citations recorded by the source corpus.

In response to recent technological advances and the trend toward flexible learning in education, the authors examined the factors affecting student satisfaction with flexible online learning. The authors identified 2 key student attributes of student satisfaction: (a) positive perceptions of technology in terms of ease of access and use of online flexible learning material and (b) autonomous and innovative learning styles. The authors derived measures of perceptions of technology from research on the Technology Acceptance Model and used locus of control and innovative attitude as indicators of an autonomous and innovative learning mode. First-year students undertaking an introductory management course completed surveys at the beginning (n = 248) and at the end (n = 256) of course work. The authors analyzed the data by using structural equation modeling. Results suggest that student satisfaction is influenced by positive perceptions toward technology and an autonomous learning mode.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/821388a166b735b6ba508581f316704ad29cd989

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In Education

1. Keith Duncan
2. Raymond McNamara
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4. Daniel J. Shelley
5. Michele T. Cole
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Citations in the corpus

• The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses (2012, background): “5 online skill acquisition and development, educators at all levels are working to create online environments that are conducive to learning (Drennan et al. 2005; Rogers 2000).”
• Online instruction, e-learning, and student satisfaction: A three year study (2014, background): “Drennan, Kennedy, and Pisarski (2005) also found positive perceptions of technology to be one of two key attributes of student satisfaction.”
• A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context (2010, unknown): “…and commercial environment, the TAM has, over the years, been found to be an appropriate model for use as a theoretical framework in research set in an educational context (see, for example, Dasgupta, Granger, & McGarry, 2002; Drennan et al., 2005; Fusilier & Durlabhji, 2005; Hasan, & Ahmed, 2007).”