La importancia de la percepción del valor del tiempo para matricularse en los másteres online: una ampliación del Modelo de Aceptación de Tecnología

• Mohammad Reza Mazandarani ^[1] ; Marcelo Royo Vela ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Esic market, ISSN 0212-1867, Nº 164, 2019, págs. 475-514
• Idioma: español
• DOI: 10.7200/esicm.164.0503.1
• Títulos paralelos:
  • 时间价值感知对注册网上硕士课程之重要性: 技术接受模型的延伸
  • The perceived time value importance for enrolment in online masters courses: an extension of the Technology Acceptance Model
• Enlaces
  • Texto completo  1    2  
• Resumen
  • español

    Objetivo: El objetivo principal de esta investigación es obtener una mejor comprensión del impacto de la percepción del valor del tiempo sobre la intención de los solicitantes de cursar un máster online. Para ello, este constructo se agrega al Modelo de Aceptación de Tecnología (TAM).

    Diseño/metodología/enfoque: Los datos se recopilaron a través de encuestas online y personales de una muestra de 147 personas que estaban interesadas en continuar su educación superior. Los datos obtenidos se analizan a través del modelo de ecuaciones estructurales.

    Resultados: Los resultados muestran que el valor percibido del tiempo se relaciona significativamente con la facilidad de uso y la utilidad percibida que, a su vez, muestran un efecto significativo sobre la actitud hacia la inscripción. También la actitud hacia la inscripción se relaciona positiva y significativamente con el valor percibido del tiempo. Por otro lado, la utilidad percibida no muestra una relación significativa con la intención de inscribirse y cursar un máster online.

    Limitaciones/implicaciones de la investigación: Este documento solamente examina la percepción del valor del tiempo antes de empezar un máster online. Lógicamente, esta percepción puede cambiar después de comenzar los cursos. Además, pueden existir más factores que no se mencionan en este artículo y que pueden influir en la intención hacia esta forma de educación superior. Implicaciones prácticas: Esta investigación puede ayudar a los diseñadores de estos cursos a comprender la percepción del valor del tiempo de los solicitantes antes de comenzar un máster online y así ayudarles a planear con éxito sus futuras estrategias de marketing.

    Originalidad/valor: Este artículo demuestra el efecto de los factores motivadores de los solicitantes para la inscripción en un máster online mediante el análisis de la importancia de ahorrar, administrar y tener más tiempo libre.

  • English

    Purpose. The main objective of this research is to obtain a better understanding of the impact of perceived time value on the intention of pursuing an online Master’s degree for its applicants. For this reason, perceived time value is added to the Technology Acceptance Model.

    Design/methodology/approach. Data are collected a purposive sample of 147 individuals, who were interested to continue their higher education. Both, online and personal surveys are used to collect data. Achieved data are analysed by structural equation modelling.

    Findings. The results show that the perceived time value is significantly related to the ease of use and perceived utility, which in turn, show a significant effect on the attitude towards enrolment. Also the attitude towards enrolment is positively and significantly related to the Behavioural Intention towards studying an online Master (BIS). On the other hand, the perceived utility does not show a significant relationship with BIS.

    Research limitations/implications. This paper only examines the perceived time value before attending an online Masters. This perception may change after starting such courses. Additionally, there might be more factors influencing their intention toward a particular higher education system that is not mentioned in this article. Practical implications. This research can help the designers of these courses to understand the perception of the value of the time of the applicants before starting an online Master and thus, help them to plan their future marketing strategies more successfully.

    Originality/value. This article demonstrates the effect of the motivating factors of the applicants for enrolment in an online Master by analyzing the importance of managing and saving time, resulting in more free time.

  • 中文

    研究目的：本研究目主要的是要进一步了解人们的时间价值感知如何影响其在报读网上硕士课程的意愿。为达到研究目的，本构思被加进到技术接受模型（TAM）当中。 设计/分析方法/重点：研究数据通过收集147位有意接受高等教育的受访者在网上填妥的个人问卷，然后通过结构方程模型（SEM）对所得数据进行分析。 研究结论：结果显示，人们对时间价值的感知与课程的简易度及用处有着重要的关系，同时也显示其与人们对报读课程的态度有着重要的关系。与此同时，报读课程的态度与时间价值的感知呈现明显及正向关系。另一方面，人们对课程用处的感知与报读网上硕士课程之意愿并没有明显的关系。 研究限制/研究应用：本研究只针对网上硕士课程开学之前人们对时间价值的感知。当然，该感知可以随着课程开学而有所变化。此外，也许有更多其他本文章并没有提及的因素影响人们报读高等教育课程的意图。 实际应用：本研究能够帮助课程策划人员更进一步理解网上硕士课程开学以先报读者对其时间价值的感知，从而帮助课程策划人员在其未来的市场营销策略上获得有效成果。 原创性/价值：本文章通过对金钱节省、管理以及拥有空余时间的重要性的分析，展示了一些能鼓励申请者报读课程的因素的效果

• Referencias bibliográficas
  • Abdullah, F., y Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly...
  • Al-Ammary, J. H., Al-Sherooqi, A. K., y Al-Sherooqi, H. K. (2014). The acceptance of social networking as a learning tools at University of...
  • Anderson, J. C., y Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological...
  • Ajzen, I. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs.
  • Barclay, C., y Osei-Bryson, K. M. (2012). An Analysis of Students’ Perceptions and Attitudes to Online Learning Use in Higher Education in...
  • Browne, M. W., y Cudeck, R. (1993). Alternative ways of assessing model fit. Testing structural equation models. Sage focus editions, 154,...
  • Carmines, E. G., y Zeller, R. A. (1979). Reliability and validity assessment (vol. 17). Sage publications. https://books.google.es/books
  • Chin, W. W. (1998). The partial least squares approach to structural equation modeling. Modern methods for business research, 295(2), 295-336....
  • Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results (doctoral...
  • Davis, F. D. , (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319-340....
  • Davis, F. D., Bagozzi, R. P., y Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management...
  • Elloumi, F. (2004). Value chain analysis: A strategic approach to online learning. Theory and practice of online learning, 61. citeseerx.ist.psu.edu/viewdoc/downlo...
  • Fathema, N., Shannon, D., y Ross, M. (2015). Expanding the Technology Acceptance Model (TAM) to examine faculty use of Learning Management...
  • Fishbein, M., y Ajzen, I. (1977). Belief, attitude, intention, and behavior: An introduction to theory and research. https://philarchive.org/archive/FISBAI
  • Fornell, C., y Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of...
  • Goodyear, P. (2006). Technology and the articulation of vocational and academic interests: reflections on time, space and e-learning. Studies...
  • Heckler, C. E. (1996). A Step-by-Step Approach to Using the SAS™ System for Factor Analysis and Structural Equation Modeling. https://doi.org/10.1080/004017...
  • Hu, L. T., y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives....
  • Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17(1),...
  • Lado, N., Martos, M., y Nelson, J. (2015). Motivational and Attitudinal Predictors of Interest in and Intention of Enrolling in Online Masters....
  • Lee, M. C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation...
  • Lee, M. K., Cheung, C. M., y Chen, Z. (2005). Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation....
  • Lee, Y. C. (2006). An empirical investigation into factors influencing the adoption of an e-learning system. Online information review, 30(5),...
  • Liu, I. F., Chen, M. C., Sun, Y. S., Wible, D., y Kuo, C. H. (2010). Extending the TAM model to explore the factors that affect Intention...
  • Lytras, M., y Pouloudi, A. (2001). E-learning: Just a Waste of Time. AMCIS 2001 Proceedings, 43. http://aisel.aisnet.org/amcis2001/43
  • McDonald, R. P., y Ho, M. H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological methods, 7(1), 64....
  • Moore, G. C., y Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation....
  • Park, S. Y. (2009). An analysis of the technology acceptance model in understanding university students’ behavioral intention to use e-learning....
  • Park, Y., Son, H., y Kim, C. (2012). Investigating the determinants of construction professionals’ acceptance of web-based training: An extension...
  • Piccoli, G., Ahmad, R., y Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness...
  • Pituch, K. A., y Lee, Y. K. (2006). The influence of system characteristics on e-learning use. Computers & Education, 47(2), 222-244....
  • Raab, R. T., Ellis, W. W., y Abdon, B. R. (2001). Multisectoral partnerships in e-learning: a potential force for improved human capital development...
  • Saadé, R., y Bahli, B. (2005). The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an...
  • Selim, H. M. (2003). An empirical investigation of student acceptance of course websites. Computers & Education, 40(4), 343-360. https://doi.org/10.1016/...
  • Venkatesh, V., y Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management...
  • Venkatesh, Viswanath, and Hillol Bala. “Technology acceptance model 3 and a research agenda on interventions”. Decision sciences 39, no. 2...
  • Volery, T., y Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14(5), 216-223....
  • Yee-Loong Chong, A., Ooi, K. B., Lin, B., y Tan, B. I. (2010). Online banking adoption: An empirical analysis. International Journal of Bank...
  • Zhang, S., Zhao, J., y Tan, W. (2008). Extending TAM for online learning systems: An intrinsic motivation perspective. Tsinghua Science and...