E-Learning in the 21st Century: A Framework for Research and Practice
E-Learning in the 21st Century: A Framework for Research and Practice
Assessing online collaborative learning: process and product
Computers & Education
Computers & Education - Documenting collaborative interactions: Issues and approaches
An approach to usability evaluation of e-learning applications
Universal Access in the Information Society
Detecting Self-Regulated Learning in Online Communities by Means of Interaction Analysis
IEEE Transactions on Learning Technologies
Modelling technology acceptance in education: A study of pre-service teachers
Computers & Education
Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis
Computers & Education - Methodological issue in researching CSCL
Technology acceptance model for the use of information technology in universities
Computers in Human Behavior
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This paper describes an experience where the Technology Acceptance Model (TAM) has been adapted for use in the evaluation of methodological and technological innovations determined by the introduction of a new e-learning system in an Italian online university. While the original TAM allows one to assess acceptance and adoption of a new technology, in this case there was also a need to consider all the phases of use of the system (course design, running and evaluation), all the users of the system (students, teachers and e-learning management), and all the system's components (the e-learning platform, the learning resources and mostly the underlying pedagogical approach). The resulting model, which is an extension of the original TAM, is a three-dimensional one, with three aspects to be considered on each axis (phases of use, users and components). For each of the 27 combinations of these aspects, indicators of usefulness and ease-of-use have been identified. When available, data concerning actual use (derived from the tracking functions of the platform) and effectiveness (based on teachers' adoption of new tools and students' learning outcomes) have also been used to complement the data.