An Empirical Study Applying the Technology Acceptance Model and Flow Theory to e-Learning Intention to Reuse

2009 ◽  
Vol 10 (3) ◽  
pp. 203-234
Author(s):  
정화민 ◽  
Jae Kwon Bae
Keyword(s):  
Empirical Study ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flow Theory ◽  
Learning Intention ◽  
E Learning ◽  
Acceptance Model

scholarly journals Penggunaan e-learning dengan Technology Acceptance Model (TAM)

2019 ◽  
Vol 6 (2) ◽  
pp. 127-136
Author(s):  
Riski Nurida Rahmawati ◽  
I Made Narsa
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Actual Usage ◽  
Learning Intention ◽  
E Learning ◽  
Acceptance Model

Kemajuan dalam teknologi informasi memberi kesempatan pada institusi pendidikan untuk mengadopsi teknologi untuk meningkatkan efisiensi pembelajaran. e-Learning merupakan salah satu pengembangan tersebut dan tidak dapat disampaikan tanpa menggunakan teknologi. Tujuan penelitian ini yaitu untuk mendapatkan bukti empiris terkait actual usage dari penggunaan e-learning dengan pemediasi intention to use. Data dalam penelitian ini sebanyak 135 kuesioner yang disebarkan kepada mahasiswa Universitas Airlangga yang sempat memanfaatkan AULA. AULA merupakan portal e-Learning di Universitas Airlangga, yang merupakan singkatan dari Airlangga Univeristy e-Learning Application. Alat uji yang digunakan adalah Warp PLS. Perceived usefulness yang dirasakan pada penggunaan e-learning tidak memberikan pengaruh pada actual usage. Perceived ease of use memiliki hubungan signifikan pada intention to use. Hasil pengujian pengaruh tidak langsung menunjukkan perceived usefulness mempengaruhi niat perilaku untuk menggunakan teknologi. Persepsi kemudahan menggunakan teknologi dimotivasi tingkat kepercayaan individu terhadap kemampuan menggunakan teknologi, yang mana akan mendorong persepsi kebermanfaatan dan berimplikasi pada niat untuk menggunakan teknologi untuk menggunakan e-learning.Kata kunci: Actual Usage, perceived ease of use, e-Learning, intention to use Actual usage use of e-learning with Technology Acceptance Model (TAM) AbstractProgress in information technology provides opportunities for education to encourage technology to improve learning efficiency. E-Learning is one such development and cannot be delivered without using technology. The purpose of the study is to get empirical evidence related to actual usage of using e-learning with intention to use as a mediation. Data used in the study were 135 questionnaires that distributed to students of Airlangga University who are active or have used / participated in AULA (Airlangga University e-Learning Application). AULA is an e-Learning portal at Airlangga University. Data analysis techniques using Warp PLS. The results show the perceived usefulness of e-learning, does not affect the actual use. Perceived ease of use has a significant positive relationship with intention to use. The results evaluation direct effect of perceived usefulness influences intention to use technology. Perceived ease of use of technology is motivated by the level of individual trust in ability to use technology, which will encourage perceptions of usefulness and have implications for the intention to use technology to use e-learning.Keywords: Actual Usage, perceived ease of use, e-learning, intention to use

scholarly journals Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic

2021 ◽  
Vol 13 (10) ◽  
pp. 5471
Author(s):  
Chuan-Yu Mo ◽  
Te-Hsin Hsieh ◽  
Chien-Liang Lin ◽  
Yuan Qin Jin ◽  
Yu-Sheng Su
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Family Support ◽  
Technology Acceptance Model ◽  
Online Teaching ◽  
Ease Of Use ◽  
Critical Factors ◽  
Factors Affecting ◽  
E Learning ◽  
Acceptance Model

In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.

scholarly journals Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 128445-128462 ◽  
Author(s):  
Said A. Salloum ◽  
Ahmad Qasim Mohammad Alhamad ◽  
Mostafa Al-Emran ◽  
Azza Abdel Monem ◽  
Khaled Shaalan
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
E Learning ◽  
Acceptance Model

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

scholarly journals Pengembangan E-learning berbasis Technology Acceptance Model

2014 ◽  
Vol 3 (3) ◽  
pp. 88
Author(s):  
Daniel Kasse ◽  
Ir. P. Insap Santosa, M. Sc., Ph. D. ◽  
Dr. Ridi Ferdiana, S.T., M.T.
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Video Tutorial ◽  
E Learning ◽  
Power Point ◽  
Acceptance Model

Banyak murid yang mengeluh karna merasa tidak cocok dengan  gaya  mengajar dari guru. Terjadi penolakan  dalam  diri  mereka sehingga menjadi malas, bosan dan stress. Selama ini masih digunakan video tutorial dan power point untuk belajar. Tetapi masih kurang interaktif. Kekurangan dari penggunaan video dan slide presentasi bisa dilengkapi dengan penggunaan website untuk pembelajaran. Website yang dinamis dan kemudahan pencarian informasi sangat diperlukan untuk mendukung kegiatan belajar. Tujuan utama dari penelitian ini adalah membuat sebuah website yang memberikan layanan belajar dengan penyajian materi sesuai kebutuhan siswa.

An empirical study of consumers’ intention to use ride-sharing services: using an extended technology acceptance model

2018 ◽  
Vol 47 (1) ◽  
pp. 397-415 ◽  
Author(s):  
Yu Wang ◽  
Shanyong Wang ◽  
Jing Wang ◽  
Jiuchang Wei ◽  
Chenglin Wang
Keyword(s):  
Empirical Study ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Intention To Use ◽  
Ride Sharing ◽  
Acceptance Model

Validating the TAM model in Haryana state of India: During COVID-19

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
komal Goyal ◽  
Ashutosh Nigam ◽  
Neha Goyal ◽  
Manisha Goyal
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Tam Model ◽  
E Learning ◽  
Continuous Usage Intention ◽  
Acceptance Model

Purpose -Response to the sudden pandemic, COVID-19 drastic shift of work practices requires the implementation of an e-learning system, but their adoption requires a thorough understanding of the user acceptance process. Our key effort is to incorporate a framework, “internet experience” to determine the existing Technology Acceptance Model (TAM) applicability in describing students’ s e-learning decisions in Haryana state. Design/methodology- The researcher has administered a questionnaire based on TAM’s constructs and collected data from UG and PG students of Haryana state of India. Findings – The results revealed that perceived usefulness (PU) has a significant positive relationship with continuous usage intention (CUI) whilst, perceived ease of use (PEOU), computer self-efficacy (CSE) and internet experience (IE) have not. Attitude towards E-learning system (ATELS) has found no relevance in this model. Originality/value Majority research has been done using the TAM model in a developed nation. Empirical study has not been done in Haryana state so far.

An Empirical Study to Validate the Technology Acceptance Model in Explaining the Intention to Use Technology among Educational Users

2012 ◽  
pp. 282-294 ◽  
Author(s):  
Timothy Teo
Keyword(s):  
Data Analysis ◽  
Empirical Study ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Structural Equation ◽  
Structural Models ◽  
Intention To Use ◽  
Acceptance Model ◽  
Acceptance Research ◽  
Study Offer

This study examines a sample (N=239) of pre-service teachers’ self-reported intention to use technology. The Technology Acceptance Model (TAM) was used as a research framework in which findings contribute to technology acceptance research by demonstrating the suitability of the TAM to explain the intention to use technology among educational users. Using the structural equation modelling for data analysis, a good fit was found for both the measurement and structural models. Overall, the results of this study offer evidence that the TAM is effective in predicting pre-service teachers’ intention to use technology. This paper concludes with a discussion of the limitations and recommendations for further study.

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