Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

Teresa C. Herrador-Alcaide, Montserrat Hernández-Solís and J. Fortunato Hontoria
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Teresa C. Herrador-Alcaide: Department of Business Economics and Accounting, National Distance Education University (UNED), 28040 Madrid, Spain
Montserrat Hernández-Solís: Department of Business Economics and Accounting, National Distance Education University (UNED), 28040 Madrid, Spain
J. Fortunato Hontoria: National Distance Education University (UNED) (Madrid Sur-Tutor in Computing Teaching Area), 28935 Móstoles, Madrid, Spain

Sustainability, 2020, vol. 12, issue 12, 1-22

Abstract: Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.

Keywords: m-learning; online learning tools; perceived utility; attitude towards Accounting; teacher’s role (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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