Document Type

Journal Article

Publication Date

2023

Keywords

asynchronous online discussion, course management system, technology acceptance model, usefulness, higher education

Abstract

An asynchronous online discussion in a course management system is widely adopted in higher education. Despite adopting its pedagogical strengths, students did not engage much in the activity. This study employed the technology acceptance model as a theoretical framework to probe the effectiveness of the adoption in enhancing students’ learning experiences. Two research questions about how students intuited an asynchronous online discussion in a course management system were formed based on a hypothesis that students did not believe it was useful in their learning. Data were collected from semi-structured interviews among university students in Hong Kong. This study found that while informants did not perceive the discussion useful for their learning, their perceptions were mediated by way of its practicing, students’ learning strategies and socially desirable behaviour. One significant contribution of this study is to unveil that socially desirable behaviour could mediate the effectiveness of educational technology in enhancing learning experiences. This study called forth educators to consider the social context in which students are situated when adopting a pedagogy. This study’s findings can have significant implications for education policymakers to launch appropriate education reforms to enhance teaching effectiveness. It also constitutes a theoretical implication for the technology acceptance model.

Source Publication

Journal of Communication and Education

Volume Number

6

Issue Number

1

First Page

27

Last Page

39

Download

Share

COinS