scholarly journals The Influence of Instructor Readiness, IT Capability, Support of LMS Content, and their Implications on E-Learning Effectiveness in a Corporate University of BUMN

2019 ◽  
Vol 8 (3) ◽  
pp. 54-59
Keyword(s):  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Successful Implementation ◽  
Learning Effectiveness ◽  
Perceived Ease Of Use ◽  
Corporate University ◽  
It Capability ◽  
E Learning ◽  
System Acceptance

Education is needed by every individual and organization in improving the knowledge and skills of human resources to support organizational learning, and the learning process can be done in meetings in the classroom or online using IT, commonly known as e-learning. This research aims to identify the role of instructor readiness in supporting e-learning effectiveness and the influence of Support LMS content and IT Capability on perceived usefulness and perceived ease of use to support system acceptance and the success of e-learning. This research employs quantitative method. A questionnaire was distributed to 399 respondents and the unit of analysis is employees who have used the e-learning system of the corporate university. The results of the research can reveal the influence of the readiness of Instructor and Support LMS content on the application of e-learning and how e-learning is used as a learning media for interactions between learners with the instructor. The successful application of e-learning requires the instructor readiness, which includes the mastery of the technological and pedagogical aspects as a requirement of skill in teaching by using LMS. The successful implementation of elearning effectiveness is strongly influenced by attitude toward using LMS and employee perceptions of support content that can provide benefits and easy to use by participants that will influence the attitude of participants to learn with e-learning system in a corporate university of BUMN.

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.

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.

Understanding the Continued Usage Intention of Educators toward an e-Learning System

2013 ◽  
pp. 180-195
Author(s):  
A.K.M. Najmul Islam
Keyword(s):  
Behavioral Control ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Continuance Intention ◽  
Use Of Technology ◽  
E Learning ◽  
Faculty Educators

The tremendous development of technologies over recent decades has offered many e-learning systems to faculty educators to support teaching. The advantage of using such systems in connection with on-site courses is that it increases flexibility in teaching/learning by making resources available online. However, there is little empirical evidence to suggest which factors shape educators’ continuance intention to use such systems. This study builds a model, based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model was tested among university educators who use the popular e-learning system, Moodle. The results suggest that the continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have a significant direct impact on continuance intention, although perceived ease of use and compatibility significantly affect perceived usefulness. Taken together, the core determinants of the continuance intention explained around 70% of the total variance in intention in this study.

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 An investigation into e-learning acceptance and gender amongst final year students

2015 ◽  
Vol 17 (1) ◽  
Author(s):  
Willie Chinyamurindi ◽  
Herring Shava
Keyword(s):  
Technology Acceptance ◽  
South African ◽  
Ease Of Use ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Electronic Learning ◽  
Gender Divide ◽  
E Learning

Background: The use of electronic learning (e-learning) systems is gaining popularity especially within a Higher Education (HE) context. However, scholars have identified some factors that affect the utilisation and the acceptance of such systems, one of which is the gender divide, which favours mostly males ahead of females.Objectives: The objective of this study was to investigate the acceptance of the e-learning system within a South African HE setting, including the influential role of gender in the acceptance of such a system. Method: Quantitative data was collected through a cross-sectional survey using 113 registered final year students at a South African university who were making use of an e-learning system as part of their teaching delivery. The measuring instrument used was the technology acceptance instrument (TAI) and included measures of computer self-efficacy (CSE), perceived ease of use (PEU), perceived usefulness (PU), and behavioural intention to use (BIU). Results: The presence of a gender divide was found to exist in this study. Women’s ratings of the acceptance of e-learning systems were found to be slightly higher than those of the male respondents. In addition to this, elements of the TAI were found to be related to one another. Conclusion: The study concludes by arguing that lecturers and facilitators need to pay attention to usage patterns of e-learning systems as they affect how such systems are adopted by their students. Therefore, preceding student acceptance of electronic learning systems should be efforts to address any issues that affect the acceptance and effective utilisation of such systems.

Understanding the Continued Usage Intention of Educators toward an e-Learning System

2011 ◽  
Vol 3 (2) ◽  
pp. 54-69 ◽  
Author(s):  
A.K.M. Najmul Islam
Keyword(s):  
Behavioral Control ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Continuance Intention ◽  
E Learning ◽  
Faculty Educators ◽  
Teaching Learning

The tremendous development of technologies over recent decades has offered many e-learning systems to faculty educators to support teaching. The advantage of using such systems in connection with on-site courses is that it increases flexibility in teaching/learning by making resources available online. However, there is little empirical evidence to suggest which factors shape educators’ continuance intention to use such systems. This study builds a model, based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model was tested among university educators who use the popular e-learning system, Moodle. The results suggest that the continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have a significant direct impact on continuance intention, although perceived ease of use and compatibility significantly affect perceived usefulness. Taken together, the core determinants of the continuance intention explained around 70% of the total variance in intention in this study.

scholarly journals TAM Analysis on The Factors Affecting Admission of Students for Ruangguru Application

2019 ◽  
Vol 15 (2) ◽  
pp. 1-14
Author(s):  
Riyan Latifahul Hasanah ◽  
Fanny Fatma Wati ◽  
Dwiza Riana
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Advanced Technology ◽  
Perceived Ease Of Use ◽  
Online Questionnaire ◽  
Actual System ◽  
E Learning

A new paradigm emerged in the field of education along with the development of increasingly advanced technology, namely the emergence of an electronic learning system known as e-learning. One of the e-learning media that is currently popular in Indonesia is Ruangguru online learning application that can be accessed through smartphone. The purpose of this study is to analyze the factors that influence student’s acceptance of Ruangguru application using Technology Acceptance Model (TAM) method. The 5 (five) constructs of the TAM research model were used, namely Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using, Actual System Use, and Behavioral Intention of Use. The data collection used is an online questionnaire with purposive sampling technique. The results show that Attitude Towards Using did not have a significant effect on Behavioral Intention of Use, meaning that the students’ attitude towards using of did not affect students' intentions in using Ruangguru application. At the same time, the relationship of Perceived Ease of Use to Perceived Usefulness is the most significant influence where the ease in using Ruangguru application makes users feel that Ruangguru application is useful.

Student Intention to Use E-Learning

2021 ◽  
pp. 215-233
Author(s):  
Tan Pui Nee ◽  
Chan Si Ming ◽  
Kang Guan Kheng ◽  
Too Sit Wai ◽  
Ng Mei Wey ◽  
...  
Keyword(s):  
Data Analysis ◽  
Multiple Regression ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
E Learning ◽  
Perceived Enjoyment ◽  
Over Time

The aim of this study is to investigate how interactivity with e-learning influence learners' consideration to use based on Malaysian settings and the effect relating to the learners' experiences in using e-learning over a period of time. This study uses a multiple regression for data analysis across a sample of 204 respondents. Based on the analysis, the interactivity factor such as two-way communication has significantly affected among perceived usefulness (PU), perceived ease of use (PEOU), and perceived enjoyment (PE) while controllability and personalization affect towards PU and responsiveness on PEOU. Moreover, PE has directly affected the usage intention of e-learning system over time with increased usage experiences. The results could assist schools or universities enhancing the contents of e-learning system in order to encourage learners to strongly engage in utilizing the education materials that is provided, as well as improving the interactivity factors on the system.

Combining the TAM and IS Success Models to Validate E-Learning System Satisfaction and Continuance Intention

2014 ◽  
pp. 290-301
Author(s):  
Tung-Cheng Lin
Keyword(s):  
Information Quality ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
System Quality ◽  
Perceived Ease Of Use ◽  
Is Success ◽  
Learning Attitudes ◽  
E Learning

Many e-learning studies have evaluated learning attitudes and behaviors based on TAM. However, a successful E-Learning System (ELS) should take both system and information quality into account by applying ISM developed by Delone and McLean. In addition, the acceptance for information system depends on the perceived usefulness and ease of use according to TAM. This research combines TAM with ISM by introducing system quality, quality of platform information, and course information as an antecedent of perceived usefulness and perceived ease of use. These factors are crucial for understanding users’ intentions to continue their use of ELS. The research model was examined with data collected from 164 practicing students with ELS experiences. The results indicated that system quality, platform information, and course information had a significantly positive effect on users’ satisfaction and their intention to use ELS continuously.

Validating the Satisfaction and Continuance Intention of E-learning Systems

2012 ◽  
Vol 10 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Tung-Cheng Lin ◽  
Ching-Jen Chen
Keyword(s):  
User Satisfaction ◽  
Information Quality ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
System Quality ◽  
Perceived Ease Of Use ◽  
Learning Attitudes ◽  
E Learning ◽  
Intention To Continue

Many e-learning studies have evaluated learning attitudes and behaviors, based on TAM. However, a successful e-learning system (ELS) should take both system and information quality into account by applying ISM developed by Delone and McLean. In addition, the acceptance for information system depends on the perceived usefulness and ease of use according to TAM. This research combined TAM with ISM by introducing system quality, quality of platform information, and course information as an antecedent of perceived usefulness and perceived ease of use. These factors were crucial for understanding users’ intention to continue their use of ELS. This study investigated 412 students with ELS experiences. The results indicate that system quality, platform information, and course information had significantly related to user satisfaction and their intention to use ELS continuously.

Sign in / Sign up

Export Citation Format

Share Document