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Combined longitudinal effects of attitude and subjective norms on student outcomes in a web‐enhanced course: A structural equation modelling approach
Author(s) -
Sivo Stephen A.,
Pan ChengChang ‘Sam’,
HahsVaughn Debbie L.
Publication year - 2007
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2006.00672.x
Subject(s) - structural equation modeling , psychology , preference , class (philosophy) , course (navigation) , causal model , social psychology , mathematics education , computer science , statistics , mathematics , engineering , aerospace engineering , artificial intelligence , machine learning
Factors affecting the student use of a course management system in a web‐enhanced course are investigated using the technology acceptance model. Represented in the present study is the second phase of the analysis, with a focus on the causal relationship of subjective norms to student attitudes towards WebCT and their effect on three dependent variables: (1) end‐of‐course grades; (2) online frequency; and (3) future preference to take a web‐enhanced class over a face‐to‐face course. Structural equation modelling was used to analyse the measures of the two independent variables across three time periods. Findings suggest that the proposed model fits the data well and that it is useful to model student attitudes and perceived social pressure to understand certain student outcomes. Further recommendations for researchers and practitioners are addressed.