Abstract

This study investigates "how and why" students' "Uses and Gratification Expectancy" (UGE) for e-learning resources influences their "Perceived e-Learning Experience." A "Uses and Gratification Expectancy Model" (UGEM) framework is proposed to predict students' "Perceived e-Learning Experience," and their uses and gratifications for electronic media in a blended learning strategy. The study utilises a cross-sectional research design, and elicits data from secondary school students through a field survey-questionnaire. The findings suggest that there are significant relationships between five dimensions of students' UGE for e-learning resources, and their "Perceived e-Learning Experience." It is plausible that these UGE aspects of students' "communication behaviour" towards electronic media are important determinants of effective integration of the e-learning resources in school-curriculum. While this research focuses on students at secondary-school level, some elements in the UGE model may apply to students using e-learning resources at other levels of their education. This model gives researchers and educators a new tool to forecast the success of development and deployment of e-learning resources in education systems. (Contains 10 tables and 2 figures.)

Citation

Mondi, M., Woods, P. & Rafi, A. (2008). A "Uses and Gratification Expectancy Model" to Predict Students' "Perceived e-Learning Experience". Journal of Educational Technology & Society, 11(2), 241-261. Retrieved February 1, 2023 from https://www.learntechlib.org/p/75366/.

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Keywords

• blended learning
• construct validity
• educational resources
• electronic learning
• Factor Analysis
• Guidelines
• Learning Experience
• learning strategies
• models
• Questionnaires
• research design
• Secondary School Students
• student attitudes
• teaching methods