scholarly journals Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students

2021 ◽  
Vol 13 (24) ◽  
pp. 13565
Author(s):  
Omar A. Alismaiel
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Virus Disease ◽  
Ease Of Use ◽  
Learning System ◽  
Equation Modeling ◽  
Adoption Process ◽  
E Learning ◽  
Task Technology Fit ◽  
Educational Sustainability

The purpose of this study was to investigate the factors that influence the use of e-learning among students in higher education during the Corona Virus disease, during the 2019 season (COVID-19). A poll of 395 students from the student’s university was used to conduct the research. The study’s theoretical foundation was an expanded Technology Acceptance Model (TAM), which included task-technology fit and students’ engagement, as well as external elements such as experience (EXP), technology anxiety (TEA), and facilitating conditions (FC). The suggested model was tested and evaluated using SEM-PLS. The investigation demonstrated that the suggested TAM-based scale effectively describes factors impacting students’ use of E-learning during the pandemic. According to the findings, students’ engagement (SEN), EXP, TEA, and FC have a favorable impact on task–technology fit (TTF) and perceived ease of use (PEOU), resulting in a good impact on TTF and usage of an e-learning system for educational sustainability (EA). Finally, the TTF fit and convenience of use of eLearning in education have a positive impact on the behavioral intention to use an e-learning system for educational sustainability and the adoption process. As a result, higher education institutions should use eLearning as a sustainability learning strategy.

scholarly journals THE INFLUENCE OF E-LEARNING CHARACTERISTICS AND BASIC ICT COMPETENCIES TO ACTUAL USAGE OF E-LEARNING: A PATH DIAGRAM MODEL

2015 ◽  
Vol 11 (2) ◽  
pp. 59
Author(s):  
I Made Suarta ◽  
I Ketut Suwintana
Keyword(s):  
Technology Acceptance ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Equation Modeling ◽  
Perceived Ease Of Use ◽  
Actual Usage ◽  
E Learning ◽  
Ict Competencies

In this paper, the Technology Acceptance Model (TAM) is extent with two external stimulus namely e-learning characteristics and basic ICT (Information and Communication Technology) competencies. The purpose of this study are (1) finding relationship between e-learning characteristics and lecturers’ basic ICT competencies with the perceived ease of use and perceived usefulness of e-learning; and (2) determining the effect of e-learning characteristics and lecturer basic ICT competencies to the actual usage of e-learning. Research subjects are Bali State Polytechnic lecturers who have attended the elearning training. In this study, to collect the data sample, a non-random sampling technique is adopted. The data is collected by self-administered questionnaires and is analyzed using structural equation modeling. Basic ICT competencies of the Bali State Polytechnic lecturers are good, but the level of actual usage of e-learning is very low. Basic ICT competence shows no significant effect on the perceived ease of use and perceived usefulness of e-learning. The actual usage of e-learning also has low implications. E-learning characteristics show a significant effect on perceived ease of use and perceived usefulness of e-learning, which implies the change attitude and behavior in the use of elearning. Characteristics of e-learning become a determinant factor in the adoption and use of elearning. The findings will help lecturer a better understanding to the mechanism of e-learning adoption. The study recommends for polytechnic institutions to make a systematic effort to provide lecturers with training on how to use e-learning system effectively. A further research to identify other factors that may influence lecturers' attitudes toward the adoption of e-learning system is demanded following this research.

The Study of User Acceptance Toward E-Learning System in Higher Education

2017 ◽  
Vol 7 (2) ◽  
pp. 466
Author(s):  
Dana Indra Sensuse ◽  
Darmawan Baginda Napitupulu
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Evaluation Model ◽  
User Acceptance ◽  
Positive Influence ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
E Learning

<p>E-learning is a model of delivering learning content electronically with the help of computers and multimedia. ABC University has implemented the e-learning system for two (2) years in order to improve the quality of teaching and learning process. This study aims to determine the level of user acceptance, especially from the perspective of students. In other words, this study also wants to evaluate the implementation of e-learning systems in higher education as well as identifying any factors that encourage students to use e-learning system especially in ABC University. The research method used was survey with the approach of TAM (Technology Acceptance Model) as the technology acceptance evaluation model consisting of two main factors: perceived ease of use and perceived usefulness. The results showed perceived usefulness significantly positive influence on user acceptance, while perceived ease of use did not significantly influence on user acceptance. The perceived ease of use also significantly positive influence perceived usefulness. The variance of user acceptance could be explained by two factors about 50.5%. </p>

scholarly journals The Adoption of Blended E-learning Technology in Vietnam using a Revision of the Technology Acceptance Model

10.28945/3522 ◽  
2016 ◽  
Vol 15 ◽  
pp. 253-282 ◽  
Author(s):  
Khanh Tran Ngo Nhu
Keyword(s):  
Technology Acceptance ◽  
Indirect Effects ◽  
Structural Equation ◽  
Ease Of Use ◽  
Learning System ◽  
Equation Modeling ◽  
Perceived Ease Of Use ◽  
Instructional Assessment ◽  
New Findings ◽  
E Learning

This study examines factors that determine the attitudes of learners toward a blended e-learning system (BELS) using data collected by questionnaire from a sample of 396 students involved in a BELS environment in Vietnam. A theoretical model is derived from previous studies and is analyzed and developed using structural equation modeling techniques. Several theoretical findings from previous studies are confirmed but there are new findings concerned with important indirect effects on the learner’s attitude caused by (a) the extent to which the BELS provides flexible access to instructional/assessment media (System Functionality); (b) the individual’s ability to use language as a studying tool (Language Capability); and (c) the extent of the interactions among students and faculty (Interaction). Each of these indirect effects operates by directly increasing the individual’s belief that using the BELS is easy (Perceived Ease of Use) which in turn produces an improved attitude towards the BELS. Also, System Functionality has an important indirect effect on the learner’s attitude to the BELS by increasing the learner’s perceptions that the information and the manner in which it is presented in the BELS are appropriate (Content Feature), which then produces a definite improvement in the learner’s attitude to the BELS. Based on the theoretical findings, a hierarchy of practical objectives and associated actions are suggested for improving the learner’s attitude toward the BELS. These practical implications are expected to be of interest to education professionals and BELS developers and the actions relate directly or indirectly to (a) increasing the extent of the interactions among students and faculty; (b) increasing the individual’s perception that the BELS is easy to use; (c) improving the learner’s language skills; (d) ensuring that the BELS provides flexible access to instructional/assessment media; and (e) ensuring the appropriateness of the information and its presentation in the BELS.

scholarly journals E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

2021 ◽  
Vol 13 (11) ◽  
pp. 6450
Author(s):  
Ibrahim Youssef Alyoussef
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Technology Acceptance ◽  
Student Satisfaction ◽  
Positive Impact ◽  
Ease Of Use ◽  
Learning Performance ◽  
E Learning ◽  
Task Technology Fit

The aim of this study was to fill the gap in the literature on e-learning acceptance and its role in the sustainability of learning and the role of task-technology fit (TTF), which influences student satisfaction and academic performance. While researchers have examined e-learning acceptance in a variety of contexts, the role of TTF as a mediating variable in measuring education sustainability has not been explored using the technology acceptance model (TAM). As a result, the goal of this study was to develop a new paradigm by combining two theories: TFF and the TAM. In total, 432 students and researchers from public universities participated in this study. We surveyed students using the structural equation modelling (SEM) approach to learn about their expectations with regard to e-learning adoption. According to the findings, perceived ease of use has a positive impact on perceived enjoyment and usefulness, which in turn has a positive impact on task–technology fit and e-learning use in higher education, resulting in a positive impact on student satisfaction and academic performance as well as sustainability. Finally, the role of task-technology fit and e-learning usage in education sustainability had a positive effect on student satisfaction and learning performance. As a result, the use of e-learning in learning processes should be encouraged as a long-term strategy in higher education institutions.

scholarly journals An Empirical Study to Explore the Adoption of E-Learning Social Media Platform in Taiwan: An Integrated Conceptual Adoption Framework Based on Technology Acceptance Model and Technology Threat Avoidance Theory

2021 ◽  
Vol 13 (17) ◽  
pp. 9946
Author(s):  
Mei-Hui Peng ◽  
Hsin-Ginn Hwang
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Learning System ◽  
Equation Modeling ◽  
Research Framework ◽  
E Learning ◽  
Threat Avoidance ◽  
Acceptance Model

Currently, social media is ubiquitous and essential for social networking and content sharing. It is an effective platform for teaching and learning in higher education and provides a novel way to communicate between instructors and pupils. Thus, the purpose of this study was to present a research framework to examine students’ motivation to adopt an e-learning system with social medial platforms. This cross-sectional study used the questionnaire to collect data from the students in Taiwan. A framework has examined students’ motivation to adopt an e-learning system with social medial platforms based on the modified technology acceptance model (TAM) and technology threat avoidance theory (TTAT). The research framework was evaluated by structural equation modeling (SEM) and represented by Smart-PLS. A total of 262 valid responses were used for statistical analysis. The results recommended modified research model explains 77.0% of the variance of motivation to adopt (R2 = 0.77). The findings also supported perceived usefulness, perceived ease of use, perceived cost, perceived effectiveness, and self-efficacy significantly influenced students’ motivation to use. Results also indicated threat appraisal, perceived susceptibility, and perceived severity are not significant factors for predicting students’ motivation to adopt e-learning in higher education.

COVID-19 Pandemic Impact on Students Intention to Use E-Learning Among Malaysian Higher Education Institutions

2021 ◽  
pp. 002205742110325
Author(s):  
Siva Prakash Ramasamy ◽  
Arfan Shahzad ◽  
Rohail Hassan
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Equation Modeling ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Global Issue ◽  
E Learning

In the emergence of pandemic Coronavirus Disease (COVID-19), the delivery of education service becomes a global issue, and many traditional higher education institutes are shifting toward digital alternatives methods. E-learning is considered the most appropriate effective method of knowledge delivery to meet the current academic requirements. This study investigates the key determinants which influence the Intentions to use e-learning among students in higher education institutes in Malaysia due to the outbreak of the novel Covid-19 pandemic. The data were collected through structured questionnaires from students. The data were analyzed using the structural equation modeling using partial least squares (SEMPLS). The research findings revealed that Attitude, Subjective Norm, Perceived usefulness, and Perceived behavioral becomes a positive predictor of Intention to use e-learning. However, Subjective norms found no significant effect on Intention to use e-learning in the Malaysian context. It is due to the COVID-19 emergency that an individual must choose for the e-learning method disregarding their perceptions. Perceived ease of use and Perceived usefulness has a significant positive effect on attitude. These findings offer guidelines to educational institutes for the implementation of the e-learning system during unavoidable circumstances for the sustainable education system.

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.

scholarly journals Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education

2019 ◽  
Vol 14 (03) ◽  
pp. 4 ◽  
Author(s):  
Sami Saeed Binyamin ◽  
Malcolm Rutter ◽  
Sally Smith
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Management Systems ◽  
Perceived Ease Of Use ◽  
Content Quality ◽  
Instructional Assessment ◽  
E Learning ◽  
Acceptance Model

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of them is not always satisfactory. This quantitative study investigated the factors that affect the students use of LMS in higher education by extending the technology acceptance model (TAM) and adapting eight external variables. Based on the probability multi-stage cluster sampling technique, online surveys were sent by email to 2000 students registered in three public universities in Saudi Arabia. 851 responses were submitted by participants, and 833 responses were used for data analysis. Using Partial Least Squares Structural Equations Modeling (PLS-SEM), the results revealed that perceived ease of use is affected by six factors (content quality, system navigation, ease of access, system interactivity, instructional assessment and system learnability). The findings confirmed that perceived usefulness has five determinants (content quality, learning support, system interactivity, instructional assessment and perceived ease of use). This research is relevant to researchers, decision makers and e-learning systems designers working to enhance students’ use of e-learning systems in higher education, in particular where there is not yet widespread adoption.

scholarly journals Are Computer Experience and Anxiety Irrelevant? Towards a Simple Model for Adoption of E-Learning Systems

2019 ◽  
Vol 9 (5) ◽  
pp. 112
Author(s):  
Aamer Hanif ◽  
Ahmed Faisal Siddiqi ◽  
Zunera Jalil
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Ease Of Use ◽  
External Factors ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
University Education ◽  
Computer Experience ◽  
E Learning

Massive growth of technology based e-learning systems is enabling student access to academic content from higher education institutions around the world. This study explores the antecedents of behavioral intention of students to use e-learning systems in university education to supplement classroom learning. A quantitative approach involving a structural equation model is adopted and research data collected from 358 undergraduate students is used for analysis. The study framework is based upon the technology acceptance model (TAM) and three external factors are proposed to influence the behavioral intention of students to use e-learning. Frequently used external factors in previous researches like computer experience and anxiety were not used and alternate factors were explored. Results show that self-efficacy, enjoyment and results demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. The study contributes to understanding such contributory factors from the viewpoint of a student by suggesting that these factors hold well in the Pakistani academia culture where sufficient relevant empirical evidence did not exist due to lack of prior studies.

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