Virtual learning environments in higher education : a study of students' acceptance of educational technology

Abstract: Virtual Learning Environments (VLEs) are fundamental tools for flexible learning in higher education, used in distance education as well as a complement to teaching on campus (blended learning). VLEs imply changing roles for both teachers and students. The general aim of this thesis is to explore and analyse students- acceptance of VLEs in a blended learning environment. In the explorative part of the study data were collected by means of a questionnaire distributed to students at two schools at Jönköping University College. Quantitative data were processed in factor analysis and multiple regression analysis and additional qualitative data in content analysis. The conceptual-analytical part of the study aimed at identifying perspectives that could describe critical and relevant aspects of the process of implementation and acceptance. Literature from Organisation Theory, Management and Information Systems Research was analysed. A retrospective analysis of the explorative findings, by means of the theoretical framework from the conceptual-analytical part of the study, focused on explanation of the findings. This thesis gives rise to three main conclusions. First, organisational factors seem to have a stronger impact on students- acceptance of VLEs in a blended learning environment than user factors. Second, Implementation models from Information Systems Research and Organisation Theory contribute to our understanding of students- acceptance of VLEs by providing concepts describing the implementation process on both individual and organisational level. Third, the theoretical models of Unified Theory of Acceptance and Use of Technology and Innovation Diffusion Theory are able to explain differences in students-acceptance of VLEs. The Learning Process Perspective obtains concepts to study the possibilities of learning about the VLE in a formal and informal way. Finally, a research model for students- acceptance of VLEs in a blended learning environment is presented.