Investigation of the Factors Affecting Open and Distance Education Learners’ Intentions to Use a Virtual Laboratory

Hanife Çivril,Ali Ekrem Özkul

doi:10.19173/irrodl.v22i2.5076

Abstract

Laboratories, which are an integral part of education in disciplines that require hands-on training and application, can now be presented using new technologies, and application activities can be realized at a distance. In this study, virtual laboratories (VLs) are discussed, and factors affecting the students’ intention to use VLs are investigated. The study was conducted within laboratory applications of circuit analysis within an associate degree program of a distance teaching university in Turkey. In this study, which used exploratory sequential design approach, the learners’ intentions to use a VL were examined within the framework of the technology acceptance model (TAM). Content analysis was used for the analysis of qualitative data, and the partial least squares structural equation model was used for the analysis of quantitative data. As a result of the study, the developed TAM-based research model is a useful conceptual framework towards understanding and explaining the intentions of learners’ virtual laboratory usage. The results of this study will guide institutions to integrate VLs effectively into the education process and to increase and disseminate the use of VLs by learners.

Highlights

Laboratory practices, which are defined as learning experiences in which the learners interact with the material to observe theoretically taught events (Hofstein & Lunetta, 1982), are considered an integral part of education in various disciplines
It can be said that the effect of perceived usefulness (PU) on behavioural intention (BI) (β = 0.621) is strong, A (β = 0.299) is moderate, and U (β = −0.039) is very weak
It can be said that the model is a useful theoretical model in terms of helping understand and explain learners’ intentions of using a Virtual laboratories (VLs)

Summary

Introduction

Laboratory practices, which are defined as learning experiences in which the learners interact with the material to observe theoretically taught events (Hofstein & Lunetta, 1982), are considered an integral part of education in various disciplines. They aim to develop learners’ application skills such as observation, measurement, estimation, planning, hypothesis building, problem solving, collaboration, data acquisition, interpretation of results, and time management (Kennepohl, 2013; Meester & Kirschner, 1995). VLs simulate a real laboratory environment by way of a variety of softwares They allow learners to conduct experiments independent of time and place. Learners explore knowledge by interacting with the virtual environment (Dalgarno, 2002)

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Conclusion