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Factors Affecting Student Attitudes Toward Flexible

Online Learning in Management Education
a b c
Judy Drennan , Jessica Kennedy & Anne Pisarski
a
Queensland University of Technology Australia
b
Central Queensland University Australia
c
University of Queensland Australia
Version of record first published: 07 Aug 2010.

To cite this article: Judy Drennan, Jessica Kennedy & Anne Pisarski (2005): Factors Affecting Student Attitudes Toward
Flexible Online Learning in Management Education, The Journal of Educational Research, 98:6, 331-338

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 Factors Affecting Student Attitudes
Toward Flexible Online Learning in
Management Education
JUDY DRENNAN
Queensland University of Technology, Australia
JESSICA KENNEDY
Central Queensland University, Australia
ABSTRACT In response to recent technological advances
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and the trend toward flexible learning in education, the authors
examined the factors affecting student satisfaction with flexible
online learning. The authors identified 2 key student attribut-
es of student satisfaction: (a) positive perceptions of technolo-
gy in terms of ease of access and use of online flexible learning
material and (b) autonomous and innovative learning styles.
The authors derived measures of perceptions of technology
from research on the Technology Acceptance Model and used
locus of control and innovative attitude as indicators of an
autonomous and innovative learning mode. First-year students
undertaking an introductory management course completed
surveys at the beginning (n = 248) and at the end (n = 256) of
course work. The authors analyzed the data by using structur-
al equation modeling. Results suggest that student satisfaction
is influenced by positive perceptions toward technology and an
autonomous learning mode.
Key words: flexible learning, management education, online
learning
R
ecent technological advances and the trend toward
flexible learning in education have led to the intro-
duction of innovative modes of teaching and learn-
ing (Hannafin, Hill, & Land, 1997). Universities, for exam-
ple, are combining interactive technology and more active
modes of learning, which require students to develop or hone
their computing skills and to take more responsibility for
their own learning. Consequently, students may react differ-
ently to the online learning environment, depending on their
skill level and attitude. The authors examine the factors
affecting student satisfaction with flexible online learning in
management education.
The term flexible learning has a wide interpretation and may
be enacted differently across individual educational institu-
tions. However, flexible learning generally encompasses the
beliefs that students should be viewed as active participants
in the learning process (Nikolova & Collis, 1998) and that
deeper approaches to learning should be encouraged (Gen-
dron, 1995). Flexible learning also can involve the use of
information technology (IT) that includes online data ser-
vices, CD-ROMs, electronic mail (e-mail), bulletin boards,
331
ANNE PISARSKI
University of Queensland, Australia
and Web sites for course information and quizzes. Successful,
technologically aided flexible learning results in enhanced
subject knowledge, as well as improved IT skills, which are
essential for management students who are entering the
workforce (Kaynama & Keesling, 2000).
Background for Flexible Learning Course Development
In 1999, the University of Queensland, based in the met-
ropolitan area of South-East Queensland, Australia,
launched a new regional campus. On the newly developed
campus, all courses in the School of Management degree
program employed a flexible learning model with small
facilitated classes of approximately 20 students, as well as
learning modules and no formal lectures. Flexible learning is
defined as,
Placing student learning, needs, and choices as the centre of
educational decision making. It signifies a shift from locat-
ing formal, whole classes, didactic teaching at the centre of
the learning process towards individuals or group manage-
ment of learning, through the provision of structured
resource materials. (University of Queensland Working
Party on Flexible Delivery, pp. 7–8)
One of the first courses developed for flexible learning was
a compulsory core subject taught in undergraduate degree
programs, titled Introduction to Management. We focused
on factors that affect student satisfaction with the course,
which was offered in flexible learning mode to large classes.
In developing the new courses for the small regional
campus program, the instructors considered it important to
find a balance between the use of emerging technologies
and traditional face-to-face lectures (Breen, 1999). To
achieve equilibrium between technology and personal
interaction, instructors gave students online material and
offered weekly 2-hr, face-to-face small-group sessions in a
seminar room for discussion, experiential exercises, role
play, videos, and mini-lectures.
Address correspondence to Judy Drennan, School of Advertising
Marketing and Public Relations, Faculty of Business, Queensland
University of Technology, Brisbane QLD 4000, Australia. (E-mail:
j.drennan@qut.edu.au)
 332
The students received 10 modules that provided them
with course content and processes for learning. The mod-
ules incorporated explanations and examples of key con-
cepts and theories, references to articles, and relevant text-
book reading, as well as Web links to relevant management
sites, individual and group activities linked to assessment,
and quizzes. Students had to complete exercises from the
set modules before attending the small-group sessions each
week. At those sessions, the instructors divided students
into groups for which group assessment had been set. The
outside class activities encouraged students to (a) control
and be responsible for their own learning, (b) engage in
critical thinking, and (c) build a foundation for engaging in
deeper level learning in face-to-face sessions. The activities
also allowed students to (a) work at their own pace in their
own time, (b) control the amount of instructional material
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accessed and the level of instructional support, and (c) use
traditional electronic mediums such as electronic mail to
communicate with team members for group assessment and
support. The in-class activities developed students’ ability
to (a) review key concepts, (b) actively engage in applying
management concepts with experiential exercises, (c) com-
municate in small and large groups, and (d) work effective-
ly in teams on in-class activities. Instructors designed in-
class and outside-class activities to help students develop
critical thinking skills, as well as integrate theory and prac-
tice. In that way, the course was more learner centered and
open-ended than were traditional courses.
Adaptation of Flexible Learning Course for Large-Class
Environment
After the success of the flexible learning program at the
small regional campus, the instructors implemented a similar
program for the large undergraduate class at the metropoli-
tan campus. Enrollments on the metropolitan campus were
much higher—about 800 students in the first semester and
400 students in the second semester, including many stu-
dents from other faculties in the university and a large num-
ber of overseas students. The course traditionally was taught
in a lecture format in rooms that held up to 400 students.
That space was augmented by tutorials and peer-assisted
study sessions (PASS) for groups of up to 20 students.
Beginning in 1999, the 2-hr lectures for up to 400 stu-
dents were replaced by subject modules and an optional 1-
hr lecture/information session, with a maximum of 100 stu-
dents. The session provided a brief introduction to the next
module and an opportunity to work on issues that students
had been finding difficult. Instructors encouraged interac-
tion in the smaller classes. There was also a compulsory 1-
hr tutorial and an optional 1-hr PASS offered to students.
Not all students were competent computer users, and few
were familiar with the use of e-mail. Some students even
had difficulty accessing a home computer, and many had
limited Web access. To cope with the limitations, instruc-
tors offered students the material in a variety of formats.
The Journal of Educational Research
The modules, for example, could be accessed from the sub-
ject Web site, bought in hard copy, or copied onto floppy
disks. Notices were placed on the subject Web site, and the
same information was presented at the lecture. Quizzes were
available on disk for home use or through the university
computer laboratories. Students, therefore, had some choice
regarding their use of IT, although all students were required
to access some Web pages to complete their assessment.
Despite instructors’ efforts to encourage the use of IT and
to assist students who had limited IT skills and experience,
we predicted that student attitudes would differ concerning
the use of IT in the course as well as the choices offered in
course delivery and that these would affect course satisfac-
tion. We developed and tested models to explore that issue.
Model Development
To develop a model of student satisfaction with flexible
learning in a management course, we posited two key stu-
dent attributes for effective flexible learning: (a) positive
perceptions of technology and (b) an autonomous and
innovative learning style. Because instructors required stu-
dents to learn new computer skills to take advantage of the
course offerings, we expected that perceptions of how easily
one could access and use the Web-based flexible learning
material would affect student satisfaction with the course.
Moreover, we expected that students who were willing to
take responsibility for their own learning and to use new
learning technologies would be more satisfied than other
students with the flexible learning mode of the course.
Those factors were measured at the beginning and end of
the course offering.
We adapted variables to capture student attitudes toward
technology in learning from those used in the Technology
Acceptance Model (TAM; Davis, Bagozzi, & Warshaw,
1989). Numerous researchers have successfully modified
and used the TAM to predict and explain acceptance and
usage of various forms of IT (Cragg & King, 1993; Fergu-
son, 1997; Igbaria, Zinatelli, Cragg, & Cavaye, 1997). We
included ease of use and perceived usefulness of flexible
learning as antecedents to course satisfaction. The factor
that we expected to affect ease of use and perceived useful-
ness was ease of electronic error (e-error) recovery.
To capture the likelihood of student satisfaction with a
new and active learning model, we used variables related
to locus of control and innovative attitude in the models
tested. We anticipated that those attributes would be
important in dealing with a new situation in which stu-
dents were expected to manage their own learning. We
used locus of control to measure student attitudes related
to autonomous learning at the beginning of the manage-
ment course. Conversely, we used innovative attitude in
the model to indicate an autonomous learning orientation
at the end of the course.
Perceived ease of using flexible learning and perceived useful-
ness. Perceived usefulness relates to the likelihood of
 July/August 2005 [Vol. 98(No. 6)]
improved performance, whereas perceived ease of use reflects
the degree of effort that one expects will be required from
the prospective user. In this study, perceived usefulness
relates to the extent to which online flexible learning of
the management course assists in student learning; per-
ceived ease of use is connected with the ease with which
students are able to use the Web-based materials.
We hypothesized that perceived ease of use of flexible
learning and perceived usefulness of flexible learning also are
influenced by the ease with which students are able to recov-
er from computer error. We further hypothesized that student
course satisfaction also would be influenced either directly or
indirectly by student locus of control and innovative attitude.
E-error recovery. The ability to recover from computer
errors is an indication of higher level computer skills and is
expected to result in more positive perceptions of the use-
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fulness and ease of use of flexible learning. We predicted
that those best able to handle computer problems would (a)
feel more comfortable with the approach taken in courses
offered online, (b) be less distracted by technical issues, and
(c) expect to find the system easier to use than would less
competent computer users.
Locus of control. Researchers have found that the learning
processes of individuals are affected negatively if the individ-
uals believe that they have no control over reinforcements
that they receive (Chebat & Zuccaro, 1992). Perhaps indi-
viduals who have an external locus of control have a reduced
interest in information because they consider that the cost of
information searching is not balanced by the benefit gained
from that information. Lefcourt (1976) found that individu-
als with an external locus of control who become well
informed still perceive that they have no control over exter-
nal random forces. Spector (1982) presented the view that
individuals with an internal locus of control are more suc-
cessful at work because of a stronger belief in the relationship
between efforts and rewards and because they search for more
information and use it more effectively than do persons with
an external locus of control. Individuals with an internal
locus of control might search for information because their
efficiency will be enhanced. We proposed that those with
internal locus of control would be more likely to perceive the
usefulness of Web-based flexible learning material than
would those with an external locus of control. We further
proposed that externally controlled individuals would have
higher levels of course satisfaction than would internally con-
trolled individuals.
Innovative attitude. Researchers have related innovative
attitude to computer use (Foxall & Bhate, 1999) and to the
early adoption of IT innovations (Agarwal & Day, 1998). We
expected that highly innovative students would accept and
more enthusiastically adopt the changes proposed in the deliv-
ery of the management course. That result should be reflected
in their perceptions of the usefulness of flexible learning.
According to the research that we described, we devel-
oped a model that posits a number of direct relationships
that should influence course satisfaction (see Figure 1). We
333
hypothesized that the ability to recover from computer
errors (e-error) would have a direct positive relationship
with ease of use of flexible learning and perceived useful-
ness of flexible learning. We expected that an innovative
attitude would be related positively to perceived usefulness
of flexible learning. Next, we posited that those with an
internal locus of control would be more likely to perceive
the usefulness of Web-based flexible learning material and
would have higher levels of course satisfaction than would
those with an external locus of control. Finally, we hypoth-
esized that a direct positive relationship exists between ease
of using flexible learning and perceived usefulness of flexi-
ble learning and that these variables would have direct pos-
itive relationships with course satisfaction.
Method
Participants
The participants were students enrolled in a 1st-year
introductory management course. The students completed
a survey in Week 2, followed by a second survey in Week
12 of the course. There were 248 participants (138 men,
110 women) in the first questionnaire survey and 256 par-
ticipants (130 men, 126 women) in the second survey. The
students in both surveys were aged between 17 years and 41
years (mean = 20 years for men and women); 27% were stu-
dents in the arts, 3% in science, 52% in business, 1% in
education, 1% in social science, and 16% in engineering.
The majority (60%) of students were 1st-year undergradu-
ates, 17% were 2nd-year students, and 23% were 3rd-year
or beyond students. Eighteen percent of students attended
no lectures or only the first lecture, 29% attended 2 to 4
lectures, 15% attended between 5 and 7 lectures, and 39%
attended 8 or more of the 12 lectures.
Measures
We modified the 20-item Innovative Attitude Scale
devised by Ettlie & O’Keefe (1982) into a 16-item scale,
which more explicitly measured students’ attitudes toward
innovation in the work environment. We used a 14-item
scale based on the Locus of Control Scale to measure inter-
nal versus external locus of control. We developed the 3-
item course satisfaction, 14-item perceived usefulness of
flexible learning, 12-item ease of using flexible learning,
and 3-item ease of electronic error recovery scales specifi-
cally for this study (see Table 1 for a list of the questions
developed). We measured previous exposure to flexible
learning by using a single item: “Have you ever been
enrolled previously in a self-directed learning program?”
Procedure
Instructors asked all participants to complete a survey
questionnaire in tutorials in Weeks 2 and 12 of the course,
which was collected by the tutors. Instructors requested that
 334 The Journal of Educational Research

TABLE 1. Questions Developed Specifically for This Study

Variable Questions

Course satisfaction
Perceived usefulness of
flexible learning
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Which of the following statements best tells how much you liked this
subject?
How much of the time did you feel satisfied with this subject?
Which of the following statements reflects how you think you com-
pare with other people?
Being given access to complete subject notes and additional readings
at the beginning of the semester:
• Gives me greater control over my work
• Saves me time
• Improves the quality of the work I do
• Enhances my effectiveness as a student
Having all subject information including a bulletin board, subject
outline, subject guides, MIT software information, tutor and PASS

information, and the case study on a single Web site:

Perceived ease of use of
flexible learning
Ease of electronic
recovery
• Gives me greater control over my work
• Saves me time
• Improves the quality of the work I do
• Enhances my effectiveness as a student
Having a one-hour lecture rather than no lecture at all:
• Saves me time
• Improves the quality of the work I do
• Enhances my effectiveness as a student
Using electronic mail:
• Saves me time
• Increases my productivity
• Makes it easier to do my studies
• Enhances my effectiveness as a student
I often become confused when I:
• Try to access and read information from a Web site
• Try to download information from a Web site
• Use the electronic mail system
I make errors frequently when I:
• Try to access and read information from a Web site
• Try to download information from a Web site
• Use the electronic mail system
It is often frustrating when I:
• Try to access and read information from a Web site
• Try to download information from a Web site
• Use the electronic mail system
It requires a lot of mental effort to:
• Access and read information from a Web site
• Download information from a Web site
• Use the electronic mail system
I find it easy to recover from errors encountered while I:
• Try to access and read information from a Web site
• Try to download information from a Web site
• Use the electronic mail system

Note. All questions were answered on a 7-point, Likert-type scale. PASS = peer-assisted study sessions.

all students present at tutorials complete a questionnaire, Data Analysis Strategy

although student numbers changed slightly from Time 1
(248 students) to Time 2 (256 students). At Time 1, 244
usable questionnaires were returned, representing a 98%
response rate; at Time 2, 245 questionnaires were returned,
indicating a 96% response rate. We assured participants that
confidentiality and anonymity would be protected.
We used quantitative (survey questionnaire) methods to
test hypothesized relationships between variables. We used a
longitudinal design as the first stage in theory building. Our
aim was not to provide conclusive evidence of causal relation-
ships but rather to explore relationships between key variables
 July/August 2005 [Vol. 98(No. 6)] 335

before using more rigorous longitudinal or quasi-experimental
designs to establish causality more convincingly.
Results
We screened quantitative data for entry errors by exam-
ining frequency distributions, means, and standard devia-
tions. We corrected any errors that we identified. We used
summary statistics, skewness, and kurtosis to identify uni-
variate outliers; we reduced those identified to one unit
greater than the next most extreme score. Internal consis-
tencies (Cronbach’s alpha) for all composite scales were
moderate to high (see Tables 2 and 3). Generally, satisfac-
tion increased as course attendance increased. However,
the least satisfied were participants who attended between
two and four lectures.
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a good fit (CFI = .99), χ2 (3, N = 248) = 3.21, p < .036;
SRMR = .03; average absolute standardized off-diagonal
residuals (AASOR) = .03. The Wald test for dropping
paths suggested that the paths between e-error recovery
and perceived usefulness of flexible learning and ease of
using flexible learning and satisfaction should be dropped.
The Lagrange Multiplier test suggested that no additional
paths should be added to the model.
As Figure 2 indicates, there was general support for all the
predicted paths, although not all paths were significant
direct relationships. We found direct paths from perceived
usefulness of flexible learning and from locus of control to
satisfaction with the course. The predicted direct relation-
ship between ease of using flexible learning and satisfaction,
although incorporated into the model, was not significant;
rather, the effect of ease of using flexible learning on course

satisfaction was mediated by perceived usefulness of flexible

Structural Equation Model
We used structural equation modeling with the EQS
program to examine the applicability of a path model for
the data sets. Bentler (1995) explained that EQS provides
several methods for examining the efficacy of a model,
including a chi-square test, goodness-of-fit indices, and
analysis of residuals. The Lagrange Multiplier and Wald
tests can be used for testing individual paths. We used all
of these criteria in this study.
Time 1. The chi-square values and fit index (CFI) for a
proposed model (Figure 1) at Time 1 indicated that it was
learning. The predicted direct relationship between locus of
control and perceived usefulness of flexible learning was sig-
nificant. Although we found a direct relationship between e-
error recovery and perceived usefulness of flexible learning,
the beta weight was not significant. The effect of e-error
recovery on perceived usefulness of flexible learning
appeared to be mediated by ease of using flexible learning.
Time 2. The CFI for the proposed model (Figure 3) at
Time 2 indicated that it was a good fit (CFI = 1.00); χ2(4,
N = 256) = 2.71, p = .61; SRMR = .029; AASOR = .02. The
Wald test for dropping paths suggested that the insignificant
path between ease of use of flexible learning and satisfaction

TABLE 2. Descriptive Statistics for Variables After Transformations at Time 1

Students Time 1 Range Cronbach’s

Variable (M) (SD) (N = 244) Skewness Kurtosis α

Course satisfaction 13.82 2.82 3–21 –.644 .803 .7674

E-error recovery 4.43 1.49 1–7 –.017 –.457 .9158
Ease of use of flexible
learning 3.75 1.58 1–7 .089 –.661 .9541
Locus of control 4.65 2.18 1–11 .298 –.648 N/A
Perceived usefulness of
flexible learning 5.26 0.84 3–7 –.117 –.444 .8727

TABLE 3. Descriptive Statistics for Variables After Transformations at Time 2

Students Time 1 Range Cronbach’s

Variable (M) (SD) (N = 245) Skewness Kurtosis α

Course satisfaction 11.54 3.28 3–20 –.387 –.117 .8563

E-error recovery 4.46 1.44 1–7 –.402 –.229 .9083
Ease of use of flexible
learning 2.99 1.47 1–7 .356 –.826 .9439
Locus of control 53.93 7.88 20–79 –.394 1.682 .8034
Perceived usefulness
of flexible learning 4.86 1.10 2–7 –.571 .023 .9285
 336 The Journal of Educational Research

Ease of Use of
Flexible Learning

E-error Recovery

Perceived
Innovative Attitude Usefulness of Course Satisfaction
Flexible Learning

Locus of Control

FIGURE 1. Proposed theoretical model of satisfaction with flexible learning.

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Ease of Use of
Flexible Learning
.28 .00
.24
E-error Recovery
.12
Perceived
Usefulness of .22
Course Satisfaction
Flexible Learning
.14

.25
Locus of Control

FIGURE 2. Model at Time 1 showing standardized path coefficients.

Ease of Use of
Flexible Learning
.31 .03
.13
E-error Recovery
.24
Perceived
Innovative Attitude Usefulness of Course Satisfaction
.21 Flexible Learning .56

FIGURE 3. Model at Time 2 showing standardized path coefficients.

should be dropped. The Lagrange Multiplier test suggested
that adding paths would not improve the model.
As Figure 3 indicates, we found general support for all the
predicted paths in the model, although not all were signifi-
cant direct relationships. As at Time 1, we found a direct path
from perceived usefulness of flexible learning to satisfaction
with the course. The predicted direct relationship between
ease of using flexible learning and course satisfaction was not
significant at Time 2. We found a direct relationship between
innovative attitude and the perceived usefulness of flexible
learning. We also found the predicted direct relationship
between e-error recovery and ease of using flexible learning.
As originally predicted, e-error recovery had a direct rela-
tionship with perceived usefulness of flexible learning.
At Time 2, students produced narrative responses that
ascertained their satisfaction with the design or delivery of
the course. Examples of positive and negative comments
follow.
 July/August 2005 [Vol. 98(No. 6)]
Positive Comments:
Reducing content presented in lectures is such a good idea!
Being able to address topics in your own time is rather good.
(Male, 19 years, arts degree)
It is great being in control of your learning. The modules
were well structured and PASS was a big help. (Female, 19
years, engineering degree)
Very good structure—unique but rewarding. (Male, 18 years,
business degree)
Liked the modules—good way of learning. (Female, 22
years, arts degree)
Negative Comments:
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Although the prospect of computers and learning is exciting,
it needs to be remembered that although students “mostly”
have computers at their home, many do not yet have web
access. The computers at University are occasionally accessi-
ble but cannot be accessed easily in peak times or late at
night making it difficult for students who work unusual hours
or live far from Uni [the university]. However, in the future,
this will be great. (Female, 20 years, arts degree)
Because of limited Internet mail access at Uni [the universi-
ty], at times it was very difficult to access information sent
to email. (Female, 20 years, business degree)
Found the exercises hard to complete each week—the weeks
always came around really quickly. (Female, 22 years, arts
degree)
I prefer a non flexible type [because] I believe that people
tend to slack off until the end of semester—making it diffi-
cult to study. (Female, 19 years, commerce degree)
Discussion
We explored the factors that affect student satisfaction
with flexible online learning in management education.
Results suggest that positive perceptions toward technology
and an autonomous learning mode influence student satis-
faction with courses presented in a flexible learning mode.
Specifically, course satisfaction was influenced directly by
the perceived usefulness of flexible learning and by the
learner’s locus of control. At the beginning of the course,
perceived usefulness and locus of control were related sig-
nificantly to course satisfaction. By the end of the course,
the path coefficients suggested that perceived usefulness had
a much stronger relationship with course satisfaction, possi-
bly because students had time to use the learning materials
offered and were able to form a more educated opinion as to
their usefulness. Locus of control was related directly to
course satisfaction at the beginning of the course; we did not
measure it at the end of the course because we assumed that
locus of control would remain stable over the period of time
that we undertook the two surveys.
337
We hypothesized that ease of using flexible learning also
would have a direct relationship with course satisfaction;
however, this was not the case. Instead, ease of use was
related indirectly to course satisfaction through perceived
usefulness at the beginning of the course. That result is in
agreement with earlier studies (Venkatesh, 2000), which
also reported an indirect relationship between ease of use
and the performance outcome. At the end of the course,
ease of use was not related to course satisfaction. That find-
ing may reflect an increase in students’ skills as they
became more proficient in using the material during the
course, and because variation in abilities between students
probably declined. Alternately, perceptions of ease of use
may have changed as students became less apprehensive
and discovered that the course materials were not difficult
to use after the initial introductory period.
We hypothesized that e-error recovery would be related
to ease of using flexible learning; this was so at the begin-
ning and at the end of the course. However, even though
that result suggests that some students had more skill than
others in using IT, by the end of the course there was no
evidence that ease in using flexible learning affected course
satisfaction. We also hypothesized that e-error recovery
would influence perceptions of the usefulness of flexible
learning. That relationship held at the beginning and end
of the course. Evidently, higher level computer skills help
students learn a new system and, therefore, affect their per-
ception of ease of use. E-error recovery also directly influ-
enced perception of usefulness, perhaps reflecting the abil-
ity of higher skilled students to maximize the potential of
the online materials.
As hypothesized, locus of control had a direct effect on
course satisfaction. Those students who had an internal
locus of control reported higher levels of course satisfaction
than did those who had an external locus of control. That
finding may apply to students in any course, regardless of
how it is offered, but it is more likely in a course in which
independent study is required. Those students who had an
external locus of control may have perceived any learning
difficulties they experienced as being associated with the
course itself and been less satisfied with the offering. How-
ever, those students who had an internal locus of control
may have perceived that difficulties were linked to their
own abilities and attempted to use the learning materials
more effectively to build up their knowledge. In that situa-
tion, they were likely to be more satisfied with the course.
Nevertheless, locus of control also influenced the perceived
usefulness of flexible learning, suggesting that it was relat-
ed to the specific type of delivery used. Those students who
had an internal locus of control may have found that flex-
ible learning was more useful because it offered them a
range of materials and learning options, which placed the
onus on students to use them as they deemed suitable. The
students attempted to use all the material and therefore
become more aware of its benefits.
An innovative attitude was related directly to perceived
 338
usefulness of flexible learning. That finding suggests that
those students who were willing to try new approaches and
take risks were more likely to view the technology posi-
tively and perceive higher usefulness.
Researchers need to investigate the factors that influ-
ence student attitudes regarding flexible learning. First,
understanding the process would be improved by a more
rigorous longitudinal study that would record identities of
students so that their attitudes could be compared at the
beginning and end of the course. Such a study would
require attention to ethical issues to ensure that students
would have no reason to fear that the research process
would affect their course grades. Second, a study also
should measure course grades to determine whether satis-
faction is related to performance. Analysis of the final
examination results over several years of the course with
Downloaded by [McGill University Library] at 08:53 12 November 2012
similar examinations suggests that marks on the examina-
tion rose by approximately 5% when flexible learning was
introduced. However, that change was not related directly
to course satisfaction or to attitudes concerning flexible
learning.
This study contributes to the flexible learning literature
by showing that positive perceptions toward technology
and an autonomous learning mode are important factors
that influence course satisfaction. We demonstrated how
satisfaction with flexible learning can be described by using
concepts that explain acceptance of technological change
and innovation. The results suggest that teachers at the
beginning of the teaching term should consider the higher
level technical ability of students, such as their ability to
recover from computer error, and develop students’ skills
where necessary because these skills influence perceived
ease of use and usefulness of flexible learning.
The Journal of Educational Research
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