scholarly journals E-Learning System Success Adoption in Indonesia Higher Education

2022 ◽  
Vol 11 (1) ◽  
pp. 149
Author(s):  
Dyah Sugandini ◽  
. Garaika ◽  
Yuni Istanto
Keyword(s):  
Structural Model ◽  
Computer Anxiety ◽  
Sampling Technique ◽  
Perceived Usefulness ◽  
Learning System ◽  
Analysis Method ◽  
Adoption Theory ◽  
Success Model ◽  
E Learning ◽  
Special Region

This study aims to analyze the success of the e-learning system, which is influenced by learner computer anxiety, social influence, perceived usefulness, and usage satisfaction. This study uses a survey, with the respondents being students at universities in the Special Region of Yogyakarta, Indonesia. The number of respondents is 250 people. The sampling technique is purposive sampling, and the data analysis method uses a structural model, namely PLS-SEM. The results showed that the e-learning adoption success model was accepted. However, this study's results showed that the effect of perceived usefulness and learner computer anxiety on adoption is not significant. This research has a novelty related to adopting innovations, namely e-learning in forced conditions, and there is no choice but online learning, which must be done during the Covid-19 pandemic. This research contributes to the support of the technology adoption theory by users in situations of involuntary adoption.   Received: 14 October 2021 / Accepted: 30 November 2021 / Published: 3 January 2022

scholarly journals Measuring the acceptance and adoption of e-learning by academic staff

2011 ◽  
pp. 201-221 ◽  
Keyword(s):  
Computer Anxiety ◽  
Academic Staff ◽  
Negative Relationship ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Management Support ◽  
Perceived Ease Of Use ◽  
Intention To Adopt ◽  
E Learning

The aim of the study was to investigate Jordanian lecturers' attitudes towards the adoption of e-learning system. A number of hypotheses were formulated for this purpose. The findings of the study show that there existed positive relationship between perceived usefulness, perceived ease of use, computer knowledge, management support and intention to adopt. Whereas there existed negative relationship between normative pressure, computer anxiety and intention to adopt. Based on the results a number of recommendations were proposed, and suggestions for future studies were made.

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 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.

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.

Extending the expectation-confirmation model with quality and flow to explore nurses’ continued blended e-learning intention

2014 ◽  
Vol 27 (3) ◽  
pp. 230-258 ◽  
Author(s):  
Yung-Ming Cheng
Keyword(s):  
Information Quality ◽  
Support Service ◽  
Learning System ◽  
System Quality ◽  
Continuance Intention ◽  
Is Success ◽  
Content Type ◽  
Delone And Mclean ◽  
Success Model ◽  
E Learning

Purpose – The purpose of this paper is to propose a hybrid model based on the expectation-confirmation model (ECM), flow theory, and updated DeLone and McLean information system (IS) success model to examine whether quality factors as the antecedents to nurse beliefs affected nurses’ intention to continue using the blended electronic learning (e-learning) system. Design/methodology/approach – Sample data for this study were collected from nurses at five hospitals in Taiwan. A total of 500 questionnaires were distributed, 396 (79.2 percent) questionnaires were returned. Consequently, 378 usable questionnaires were analyzed in this study, with a usable response rate of 75.6 percent. Collected data were analyzed using structural equation modeling. Findings – Information quality, system quality, support service quality, and instructor quality contribute significantly to perceived usefulness (PU), confirmation, and flow, which together explain nurses’ satisfaction with the usage of the blended e-learning system, and this in turn leads to their continued system usage intention. Originality/value – First, the application of the ECM with the view of updated DeLone and McLean IS success model reveals deep insights into quality evaluation (including information quality, system quality, and support service quality) in the field of nurses’ e-learning continuance intention. Especially, this study additionally contributes to the identification of instructor quality that may lead to nurses’ continued blended e-learning usage intention. Next, the empirical evidence on capturing both extrinsic motivator (i.e. PU) and intrinsic motivator (i.e. flow) for completely explaining quality antecedents of nurses’ blended e-learning continuance intention is well documented.

scholarly journals The Factors Influencing Perceived Ease of Use of E-Learning by Accounting Lecturer

2019 ◽  
Vol 3 (2) ◽  
pp. 141
Author(s):  
Nujmatul Laily ◽  
Fenty Shintya Riadani
Keyword(s):  
Self Efficacy ◽  
Computer Anxiety ◽  
Sampling Technique ◽  
Ease Of Use ◽  
Perceived Ease Of Use ◽  
Age And Gender ◽  
Factors Influencing ◽  
E Learning ◽  
And Gender ◽  
Computer Self Efficacy

This research aims at analyzing the influence of one’s anxiety in using computer (computer anxiety), age and gender on perceived ease of use of e-learning by accounting lecturers through their self-efficacy in using computer (computer self-efficacy). The population used in this research is all 34 lecturers at accounting department in X University and the sample is taken using saturated sampling technique since the number of respondents is limited. The data are collected by distributing questionnaire to lecturers.  The hypotheses are tested using path analysis test. The research results indicate that: (1) Computer anxiety has insignificant influence on perceived ease of use through computer self-efficacy. (2) Respondent’s age has insignificant influence on perceived ease of use through computer self-efficacy. (3) Respondent’s gender has insignificant influence on perceived ease of use through computer self-efficacy.

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