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University Students With Special Needs: Investigating Factors Influencing E-Learning Adoption

dc.authorid Sahin, Ferhan/0000-0003-4973-9562
dc.authorid Okur, Muhammet Recep/0000-0003-2639-4987
dc.authorid Dogan, Ezgi/0000-0001-8011-438X
dc.authorscopusid 57222560071
dc.authorscopusid 57216603730
dc.authorscopusid 57192067433
dc.authorscopusid 36544125800
dc.authorwosid Okur, Muhammet/Hqz-3684-2023
dc.authorwosid Doğan, Ezgi/Aae-2774-2022
dc.authorwosid Yıldız, Gizem/Gyi-8785-2022
dc.authorwosid Şahin, Ferhan/Hji-5915-2023
dc.contributor.author Sahin, Ferhan
dc.contributor.author Dogan, Ezgi
dc.contributor.author Yildiz, Gizem
dc.contributor.author Okur, Muhammet Recep
dc.date.accessioned 2025-05-10T17:37:10Z
dc.date.available 2025-05-10T17:37:10Z
dc.date.issued 2022
dc.department T.C. Van Yüzüncü Yıl Üniversitesi en_US
dc.department-temp [Sahin, Ferhan] Ibrahim Cecen Univ Agri, Agri, Turkey; [Dogan, Ezgi] Van Yuzuncu Yil Univ, Van, Turkey; [Yildiz, Gizem; Okur, Muhammet Recep] Anadolu Univ, Eskisehir, Turkey en_US
dc.description Sahin, Ferhan/0000-0003-4973-9562; Okur, Muhammet Recep/0000-0003-2639-4987; Dogan, Ezgi/0000-0001-8011-438X en_US
dc.description.abstract Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed. en_US
dc.description.woscitationindex Social Science Citation Index
dc.identifier.doi 10.14742/ajet.7454
dc.identifier.endpage 162 en_US
dc.identifier.issn 1449-3098
dc.identifier.issn 1449-5554
dc.identifier.issue 5 en_US
dc.identifier.scopus 2-s2.0-85139191138
dc.identifier.scopusquality Q1
dc.identifier.startpage 146 en_US
dc.identifier.uri https://doi.org/10.14742/ajet.7454
dc.identifier.uri https://hdl.handle.net/20.500.14720/14298
dc.identifier.volume 38 en_US
dc.identifier.wos WOS:000916776600011
dc.identifier.wosquality Q1
dc.language.iso en en_US
dc.publisher Australasian Soc Computers Learning Tertiary Education-ascilite en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.subject E-Learning en_US
dc.subject Technology Adoption en_US
dc.subject Students With Special Needs en_US
dc.subject Special Education en_US
dc.subject Pls-Sem en_US
dc.title University Students With Special Needs: Investigating Factors Influencing E-Learning Adoption en_US
dc.type Article en_US

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