scholarly journals The Effects of Learning Transfer on Perceived Usefulness and Perceived Ease of Use in Enterprise e-Learning － Focused on Mediating Effects of Self-Efficacy and Work Environment －

2018 ◽  
Vol 37 (3) ◽  
pp. 1-25
Author(s):  
Park, Dae-Bum ◽  
구자원
Keyword(s):  
Work Environment ◽  
Self Efficacy ◽  
Learning Transfer ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Mediating Effects ◽  
E Learning ◽  
Learning Focused

Business Process Reengineering of Digital Learning Ecosystems

2022 ◽  
pp. 123-141
Author(s):  
Heru Susanto ◽  
Fadzliwati Mohiddin ◽  
Leu Fang-Yie ◽  
Muhammad Syamim Sanip ◽  
Alifya Kayla Shafa Susanto ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Self Efficacy ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Digital Learning ◽  
Perceived Ease Of Use ◽  
Technology Acceptance Models ◽  
Higher Institution ◽  
E Learning

This study was conducted to investigate e-learning acceptance and factors influencing higher institution students in Brunei Darussalam. Among the factors involved in this study were perceived ease of use, perceived usefulness, self-efficacy, technology availability, and usage and intention to use. Technology acceptance models (TAM) were used as a basis for the study and for hypothesizing the effects of such variables on the use of e-learning. The findings of this study found that there is significant influence of self-efficacy to perceived ease of use and perceived usefulness while perceived ease of use has direct impact to perceived usefulness and perceived usefulness has influence on intention to use towards e-learning systems.

scholarly journals Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

2016 ◽  
Author(s):  
Min Zhang ◽  
Shuaijun Yin ◽  
Meifen Luo ◽  
Weiwei Yan
Keyword(s):  
Technology Acceptance ◽  
Self Efficacy ◽  
Learner Control ◽  
Positive Influence ◽  
Research Field ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
User Characteristics ◽  
E Learning

Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners’ MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by incorporating perceived learner control, e-learning self-efficacy, and personal innovativeness in information technology (PIIT) into the original technology acceptance model (TAM). With the empirical data from 214 MOOC learners, the effects of perceived learner control on perceived usefulness and perceived ease of use are confirmed. E-Learning self-efficacy is found to have positive influence on perceived learner control and ease of use. While the effect of PIIT on perceived learner control is not supported, PIIT influences learners’ perception of usefulness and ease of use. Furthermore, a comparison between foreign and native MOOC platforms shows the former should emphasize ease of use more, and the latter should emphasize usefulness more, to enhance their attractiveness.

SUMBER KEPERCAYAAN-KEPERCAYAAN DALAM NIAT MENGGUNAKAN SYNCHRONOUS E-LEARNING: STUDI EMPIRIS PADA PERGURUAN TINGGI DI YOGYAKARTA

2018 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Eka Noor Asmara
Keyword(s):  
Behavioral Intention ◽  
Self Efficacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Top Management Commitment ◽  
E Learning ◽  
Computer Self Efficacy

This study aims to provide empirical evidence of the influence of individual factors, social factors and institutional factors as the antecedent of behavioral intention through beliefs in using the technology of synchronous e-learning, such as perceived usefulness and perceived ease of use. Analysis uses structural equation models by using smartPLS software. Results of this research shown the support of 6 out of 7 proposed hypothesis, namely that there is a significant positive relationship between top management commitment and support, references from colleagues and computer self efficacy against perceived usefulness and perceived ease of use. Keywords: behavioral intention, perceived usefulness, perceived ease of use, computer self efficacy, synchronous e-learning. ABSTRAKPenelitian ini bertujuan untuk memberikan bukti empiris pengaruh faktor individual, faktor sosial dan faktor institusional sebagai anteseden behavioral intention melalui kepercayaan-kepercayaan menggunakan teknologi synchronous e-learning, yaitu perceived usefulness dan perceived ease of use. Analisis menggunakan model persamaan structural dengan menggunakan software smartPLS. Hasil penelitian menunjukkan terdukungnya 6 dari 7 hipotesis yang diajukan yaitu terdapat hubungan positif signifikan antara dukungan dan komitmen manajemen puncak, referensi rekan sejawat dan computer self efficacy terhadap perceived usefulness dan perceived ease of use.Kata kunci: Niat perilaku, kegunaan yang dirasakan, persepsi kemudahan penggunaan, efikasi diri komputer, sinkron e-learning.

Investigating Students' Acceptance and Self-Efficacy of E-Learning at Al-Aqsa University Based On TAM Model

2014 ◽  
Vol 9 (3) ◽  
pp. 37-52 ◽  
Author(s):  
Hasan Rebhi Mahdi
Keyword(s):  
University Students ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Tam Model ◽  
E Learning ◽  
Measurement And Evaluation ◽  
Acceptance Model

The study aimed at investigating the influence of E-learning Self- Efficacy (ELSE) on the acceptance of e-learning by using the Technology Acceptance Model (TAM). According to the TAM which used as the theoretical basis, both of the Perceived Usefulness (PU) and the Perceived Ease of Use (PEOU) influence directly the end user's Behavioral Intention (BI) to accept a technology. A survey was used to collect information about the perceptions of Al-Aqsa university students. Collected data was analyzed using the regression equation by SPSS. A structured questionnaire was used to obtain responses from (592) students who took the e-courses of the “instructional technology, research methods, measurement and evaluation”. The most significant results of the study showed that Al-Aqsa university students have high levels of acceptance and Self-Efficacy toward E-Learning representing a rate above 75%. Furthermore, there are positive and significant relationships between dependence and independence variables. However, the study found a significant relationship between finding ELSE, PEOU, PU and BI (Y= 1.2 +0.05ELSE+0.06PEOU+0.16PU+e, r = 0.65, P<0.01). Other relationships were found among variables such as ELSE, PEOU and PU (Y= 7.5 +0.11ELSE+0.21PEOU+e, r = 0.62, P<0.01), ELSE and PEOU (Y= 0.56 +0.242ELSE+e, r= 0.64, P<0.01).

scholarly journals Factors Influencing Students' Intention to Use E-learning System: A Case Study Conducted in Vietnam

2020 ◽  
Vol 15 (18) ◽  
pp. 165
Author(s):  
Hanh Thi Hai Nguyen ◽  
Hau Van Pham ◽  
Ngan Hoang Vu ◽  
Hue Thi Hoang
Keyword(s):  
Self Efficacy ◽  
Subjective Norm ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
E Learning ◽  
System Characteristics ◽  
Computer Self Efficacy

This study was conducted to evaluate the factors influencing students’ intention to use E-learning system. Seven dimensions in this study were determined are Computer self-efficacy, Computer experience, Enjoyment, System characteristics and Subjective norm, Perceived ease of use, and Perceived usefulness. In which, Computer self-efficacy, Computer experience, Enjoyment and System characteristics impact on Perceived usefulness of E-learning, while Computer self-efficacy, System characteristics and Subjective norm impact on Perceived ease of E-learning use. Perceived usefulness and Perceived ease of use impact on Intention to use E-learning. The research methodology was conducted in a survey with participation of 246 respondents from 20 universities. The data was analyzed by using descriptive statistics, factor analysis and regression. The empirical results showed that Computer self-efficacy has no impact on Perceived usefulness of E-learning, and System characteristics has no impact on Perceived ease of E-learning use. Finally, this study recommended some solutions, which universities thereby makes some recommendations to universities to attract more students in participating in E-learning until it is officially implemented for the universities’ training systems.

scholarly journals Investigating The Effect of Behavioral Intention on E-learning Systems Usage: Empirical Study on Tertiary Education Institutions in Ghana

2018 ◽  
Vol 9 (3) ◽  
pp. 201-216 ◽  
Author(s):  
Kenneth Wilson Adjei Budu ◽  
Mu Yinping ◽  
Kingsford Kissi Mireku
Keyword(s):  
Behavioral Intention ◽  
Self Efficacy ◽  
Behavioral Intentions ◽  
Tertiary Education ◽  
Ease Of Use ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
E Learning

Abstract The objective of the study aimed at assessing the relationship that exists between antecedents of behavioral intentions, and how they impact on the usage of E-learning systems in tertiary institutions in Ghana. Empirical data for the study was obtained through a survey from 237 respondents made up of; governing council members, school management members, faculty members, ICT department staff and students from five tertiary education institutions in Ghana. The study developed an extended Technology Acceptance Model (TAM) by incorporating an external variable, self-efficacy. The hypothesized model was examined using Partial Least Squares Structural Equation Modelling (PLSSEM) technique using Smart PLS version 12 software. The paper argues that perceived usefulness, perceived ease of use and self-efficacy influenced individual’s behavioral intentions to utilize E-learning systems. However, the findings confirm that, through the mediating role of individuals’ behavioral intention to use, self-efficacy is the most influential factor that affects individual’s behavioral intentions to utilize E-learning systems in Ghana’s tertiary education institutions, relative to perceived usefulness and perceived ease of use. This result implies that self-efficacy is the main behavioral intention factor in determining E-learning system utilization, in Ghana’s tertiary education context. This study satisfies or fills an E-learning utilization literature shortfall by the extension of the Technological Acceptance Model (TAM) to investigate antecedents of behavioral intentions and their impact on E-learning systems usage among tertiary education institutions. Also, the study demonstrates the importance of behavioral intention-to-use as playing a full mediating role between self-efficacy and E-learning system usage.

scholarly journals INVESTIGATING KEY FACTORS FOR SUCCESSFUL E-LEARNING IMPLEMENTATION

2019 ◽  
Vol 4 (2) ◽  
pp. 49-52 ◽  
Author(s):  
KUMAR RAMAN ◽  
NORASMAH OTHMAN ◽  
GRACE DANARAJ
Keyword(s):  
Self Efficacy ◽  
Success Factors ◽  
Teaching Style ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Technology Infrastructure ◽  
Critical Success ◽  
Content Development ◽  
E Learning

Majority of educational institutions have begun venturing into e-learning. Although the e-learning market is growing rapidly, it cannot be denied that the failure rates are increasing in the implementation and usage of e-learning. The Critical Success Factors (CSFs) are the foundation of success behind the implementation of e-learning (Frimpon (2012). Based on the literature analisis, five main factors and eighteen sub-factors were identified as a CSFs for successful e-learning implementation. The CSFs are teacher’s characteristics (teacher's attitude, teacher's computing technical skills, interaction among teaches-students, teaching style, knowledge in e-learning content development and self-efficacy), student’s characteristics (attitude, computer competency, interaction, self-efficacy, motivation and cultural and social norms), information technology infrastructure (internet accessibility, reliability and availability), design and content (perceived ease of use and perceived usefulness) and  organization characteristics (training and support).

scholarly journals An empirical examination of individual and system characteristics on enhancing e-learning acceptance

2014 ◽  
Vol 30 (5) ◽  
Author(s):  
Yi-Hsuan Lee ◽  
Chan Hsiao ◽  
Sutrisno Hadi Purnomo
Keyword(s):  
Self Efficacy ◽  
Individual Characteristics ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Empirical Examination ◽  
E Learning ◽  
Perceived Intention ◽  
System Characteristics

<p>Due to the continued prevalence of e-learning underutilization in Indonesia’s higher education context, this study empirically examines individual and system characteristics believed to influence students’ acceptance of e-learning systems. The proposed research model is developed to examine the influence of five characteristics of the Technology Acceptance Model using the Structural Equation Modelling technique. This study found that both individual characteristics, computer self-efficacy and internet self-efficacy, play an important role, indirectly affecting perceived intention to use e-learning. The system characteristics including learning content and technology accessibility have been found to significantly influence learners’ acceptance behaviours. Both perceived ease of use and perceived usefulness were found to be significant predictors of perceived intention to use. Additionally, perceived usefulness was found to have more predictive power than perceived ease of use on behavioural intention to use. This study contributes to a better understanding of how to enhance e-learning acceptance through improvement in individual and system characteristics.</p><p> </p>

Postgraduate Students’ Perceived E-Learning Acceptance

2013 ◽  
Vol 4 (3) ◽  
pp. 51-60
Author(s):  
M. R. K. N. Yatigammana ◽  
Md. Gapar Md. Johar ◽  
Chandra Gunawardhana
Keyword(s):  
Technology Acceptance ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Relative Advantage ◽  
Perceived Ease Of Use ◽  
Postgraduate Students ◽  
Geographically Dispersed ◽  
Postgraduate Studies ◽  
E Learning ◽  
Acceptance Model

E-learning is a method of delivering knowledge using information technology and electronic media for the remote users. The advantages of e-learning method can be fully achieved with the postgraduate studies as majority of the postgraduate students are engaged in learning while they are working and also geographically dispersed due to the family and work life thus physically appearing for the lecture sessions are difficult to them. This paper attempts to develop a framework to measure the postgraduate students’ perceived technology acceptance by developing a modified version of the Technology Acceptance Model (TAM) which replaces perceived usefulness and perceived ease of use in the original model of TAM with relative advantage and complexity and incorporate other variables of trialability, observability, compatibility, psychological wellbeing and social influence of the students. The developed model is validated using 30 postgraduate students from Sri Lanka and thus this model can be used in future researchers to measure the perceived e-learning acceptance of postgraduate students.

Direct and Indirect Associations of Personality With Audiovisual Technology Acceptance Through General Self-Efficacy

2021 ◽  
pp. 003329412199778
Author(s):  
Maria Manolika ◽  
Rigas Kotsakis ◽  
Maria Matsiola ◽  
George Kalliris
Keyword(s):  
Technology Acceptance ◽  
Student Perceptions ◽  
Technology Use ◽  
Self Efficacy ◽  
Online Survey ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Beliefs About Technology ◽  
General Self Efficacy

Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students’ perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance.

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