İktisadi ve İdari Bilimler Fakültesi / Faculty of Economics and Administrative Sciences

Permanent URI for this collectionhttps://hdl.handle.net/11727/1399

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The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments
(2018) Alkis, Nurcan; Temizel, Tugba Taskaya; 0000-0002-6393-8907
This study investigates the impact of students' motivation and personality traits on their academic performance in online and blended learning environments. It was conducted with students attending a mandatory introductory information technology course given in a university in Turkey. The Big Five Inventory and Motivated Strategies for Learning Questionnaire were completed by a total of 316 students. A learning management system (LMS) was used for online collaboration and accessing course materials. At the end of the course, information on the accessibility of LMS and students' academic performance including their exam results was obtained. The Bayesian Structural Equation Modeling was used to examine academic performance in terms of its relationship with motivation and personality. In the online learning environment, the results showed that the conscientiousness trait was significantly related to LMS use whereas in blended learning, there were no significant relations between personality traits and LMS use. Self-efficacy was found to be the predictor of LMS use in the online environment while task value and test anxiety were the predictors in the blended learning environment. Conscientiousness and LMS use were significantly related to course grades in both learning environments. Finally, self-efficacy for learning performance was also associated with course grades in the online learning environment.
A Structural Model for Students' Adoption of Learning Management Systems: An Empirical Investigation in the Higher Education Context
(2018) Alkis, Nurcan; Findik-Conkuncay, Duygu; Ozkan-Yildirim, Sevgi; 0000-0002-6393-8907
With the recent advances in information technologies, Learning Management Systems have taken on a significant role in providing educational resources. The successful use of these systems in higher education is important for the implementation, management and continuous improvement of e-learning services to increase the quality of learning. This study aimed to identify the factors affecting higher education students' behavioral intention towards Learning Management Systems. A research model was proposed based on the belief factors of the technology acceptance model; namely perceived usefulness, perceived ease-of-use and external factors including self-efficacy, enjoyment, subjective norm, satisfaction, and interactivity and control. Then, a self-reported questionnaire was distributed online. A total of 470 higher education students participated in the survey. The proposed structural model was assessed and validated using structural equation modeling, in particular the partial least square method. The predictors of behavioral intention were identified as perceived usefulness, perceived ease of use, enjoyment, subjective norm, satisfaction, and interactivity and control with the validated structural model. The relationships between the influencing factors provided an insight about the students' behavioral intention towards the use of Learning Management Systems. It is expected that the academicians and practitioners will benefit from the design and findings of the current study in their future research.