Abstract

A significant body of literature focuses on learning mediated by technology (eLearning). We conceptually develop and empirically test a model of trust antecedents with online undergraduate students. Contributing to the student eLearning success literature, we posit that eLearning students require the support of technologies and trust in those technologies to feel satisfied with their learning and perceive that they will have a positive learning outcome. This study considers the effect of culture by comparing the trust and satisfaction of American and Latin American students in eLearning technologies. By conducting this study in two countries that differ in terms of national culture power distance and individualism, we learned that culture directly and significantly impacts trust in learning technologies. Culture also significantly changes the strength of the relation between trust and satisfaction. Future research directions and implications for researchers and higher education instructors are discussed.

Citation

Simmons, L.L., Simmons, C.B., Hayek, M., Parks, R. & Mbarika, V.W. (2012). A Cultural Comparison of Trust in eLearning Artifacts. Decision Sciences Journal of Innovative Education, 10(4), 547-574. Retrieved August 15, 2024 from https://www.learntechlib.org/p/157664/.

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Keywords

• Appropriate Technology
• Comparative Analysis
• COMPARATIVE EDUCATION
• Cross Cultural Studies
• Cultural Influences
• electronic learning
• Foreign Countries
• Latin Americans
• online courses
• Participant Satisfaction
• Reliability
• student attitudes
• Student Surveys
• Technology Uses in Education
• Trust (Psychology)
• undergraduate students
• usability