The focus of my research is how to enhance online learning and promote learner engagement in a large public sector organization. The client that I design curriculum for operates in a highly regulated and security conscious environment where new learners are exposed to this training as part of their on boarding to the organization. The learners will access their learning within a restricted online platform without access to the Internet. Therefore, their learning experience, including learning activities, will take place solely within that environment.
The theoretical framework (TF) that I intend to use to help guide my research is the technology acceptance model (TAM). The TAM focuses on two factors that may influence peoples’ acceptance of technology (Davis, 1989). The first, is perceived usefulness, which is defined as the end-user’s level of belief that the technology will improve their job performance (Davis, 1989). The second factor is, perceived ease of use, which is defined as the end-user’s level of belief that the technology will be easy to use. The research behind the TAM suggests that these factors may determine user behaviour (Davis, 1989).
I would also like to incorporate the connection between learner engagement and the community of inquiry (CoI). As you may recall, from LRNT528, the CoI frames learning as both an individual experiences as well as a collaborative one (Vaughn, Cleveland-Innis, Garrision, 2013). I would like to include CoI in the scope of my research to explore how it might affect learner engagement.
As the image I chose for this blog suggests, I’d like to explore this research with the mentality of thinking outside of the box. I’m looking forward to hearing your thoughts.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–339. Retrieved from https://www-jstor-org.ezproxy.royalroads.ca/stable/249008?seq=1#metadata_info_tab_contents
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Chapter 1: Conceptual Framework. (p. 17-28). Retrieved from http://www.aupress.ca/books/120229/ebook/03_Vaughan_et_al_2013-Teaching_in_Blended_Learning_Environments.pdf