Journal article
Technology-enhanced learning and research using databases in higher education: The application of the ODAS model
Educational Psychology, Vol.40(9), pp.1056-1075
2019
Abstract
Research databases are a significant contributing aspect of modern technology, and, as such, innovation has enhanced learning and research outputs using online databases introduced by authorities in charge of higher education. However, databases have been rarely investigated from the perspective of psychological assessment. Therefore, this research examined databases using structural equation modelling and the Rasch model to explore contributing factors of learning and research in higher education. To measure databases, this research adapted the online database adoption and satisfaction (ODAS) model and analysed the responses of 300 postgraduate students, from a double first class university in Shanghai, collected using a stratified random sample technique. The results of the ODAS model showed that the postgraduate students’ perceived usefulness and ease of use of databases played mediating roles in establishing connections between their computer self-efficacy and intention to use and satisfaction with databases for research and learning. However, the ODAS model also showed that the students’ satisfaction was indirectly explained by their perceived usefulness of databases through ease of use and intention to use. The results of our investigation contribute to a better understanding of the ODAS model and suggest assessment strategies for learning and research through databases for researchers, academicians, and librarians.
Details
- Title
- Technology-enhanced learning and research using databases in higher education: The application of the ODAS model
- Authors/Creators
- H. Chen (Author/Creator) - East China Normal UniversityA.Y.M.A. Islam (Author/Creator) - East China Normal UniversityX. Guo (Author/Creator)T. Teo (Author/Creator) - Murdoch UniversityZ. Peng (Author/Creator) - East China Normal University
- Publication Details
- Educational Psychology, Vol.40(9), pp.1056-1075
- Publisher
- Routledge, Taylor & Francis Group
- Identifiers
- 991005543570607891
- Copyright
- © 2019 Informa UK Limited, trading as Taylor & Francis Group
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Collaboration types
- Domestic collaboration
- International collaboration
- Citation topics
- 6 Social Sciences
- 6.3 Management
- 6.3.368 Technology Acceptance Model
- Web Of Science research areas
- Education & Educational Research
- Psychology, Educational
- ESI research areas
- Psychiatry/Psychology