scholarly journals An Empirical Study of Students' Intention to Use Cloud E-Learning in Higher Education

2020 ◽  
Vol 15 (09) ◽  
pp. 19
Author(s):  
Lillian-Yee-Kiaw Wang ◽  
Sook-Ling Lew ◽  
Siong-Hoe Lau
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Social Cognitive ◽  
Target Population ◽  
Perceived Usefulness ◽  
Learning Object ◽  
Intention To Use ◽  
Is Success ◽  
Content Quality ◽  
E Learning

Technological progress has resulted in constant change of social structures and led to continuous evolution of attitudes and values. Thus, a timely and compre-hensive integrated technology acceptance framework was established, and factors predicting intention to use Cloud e-learning were empirically identified. A total of 11 determinants from varying sources of IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values were unified and analysed in an integrated manner. The target population for this study was a group of IT students in a private university in southern region Malaysia. The results obtained from this study observed that content quality, pedagogical quality, perceived usefulness, social influence, attainment value, and utility value significantly predict intention to use Cloud e-learning. By integrating IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values into a single framework, new insights on Cloud e-learning ac-ceptance in higher education can be attained.

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 Factors that Influence the Adoption of Postgraduate Online Courses

2018 ◽  
Vol 13 (12) ◽  
pp. 123 ◽  
Author(s):  
Domingos Santos Martinho ◽  
Eulália Maria Santos ◽  
Maria Isabel Miguel ◽  
Dina Sousa Cordeiro
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Acceptance ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Structural Equations ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use

A research about factors that lead students to choose online courses, as well as the acceptance of these courses, can provide very relevant information for higher education institutions’ decision makers to amend these offers to students’ interests and needs. An investigation through questionnaire was developed involving students who attended online post-graduate courses. It was intended to know which factors affect students' decision to opt for postgraduate online courses. A model, based on the TAM (Technology Acceptance Model), was tested to find out what factors determine the intention to use online learning. The results shows that most respondents favour online courses and that their decision, when choosing this type of course, is mainly influenced by time management flexibility, avoiding going to school and the course curriculum interest. The test of the model, with structural equations, shows that attitude regarding online courses and perceived usefulness are factors that predict the intention to use. It was also concluded that the perceived ease of use induces a direct and indirect effect on the intention to use. The most significant results are consistent with published studies and can help the higher education institutions to define offer and communication strategies to reach a greater number of candidates for online learning.

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.

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 Factor Driving E-Learning Adoption in Palestine: An Integration of Technology Acceptance Model and is Success Model

e-Finanse ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 41-49
Author(s):  
Ziad Aldammagh ◽  
Rabah Abdaljawad ◽  
Tareq Obaid
Keyword(s):  
Technology Acceptance ◽  
Paradigm Shift ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Individual Country ◽  
Is Success ◽  
E Learning ◽  
Acceptance Model

Abstract One of the most significant changes in the field of education in this information age is the paradigm shift from teacher-centered to learner-centered education. Along with this paradigm shift, understanding of students’ e-learning adoption behavior among various countries is urgently needed. Despite being one of the many countries that are still at the early stages in implementing e-learning, Palestine is a country that has recently seen an expansion in the number of students and the quality of education, which has involved high investment in e-learning. Hence, studies in this area of research interest have yet to be made known within the field of education. This study attempted to address the disparity within the literature for an individual country, Palestine, on the significant influences towards adopting e-learning. A model that investigates the effects of quality features, perceived ease of use, perceived usefulness on the intentions and satisfaction of the learners towards the effects of e-learning is proposed in this study. This model encompassed the constructs and variables embedded in TAM and ISSM along with instructor quality. The outcomes of the model, such as actual use and the moderating effect of technical support towards e-learning in Palestine, were investigated. The study proposed that the quality of the course, instructor, service and system as well as perceived usefulness determined the satisfaction among students in use e-learning.

scholarly journals Investigating students' behavioral intention to use mobile learning in higher education in UAE during Coronavirus-19 pandemic

2021 ◽  
pp. 321-330 ◽  
Author(s):  
Mohammad Qasem Al-Hamad ◽  
Hisham Othman Mbaidin ◽  
Ahmad Qasim Mohammad AlHamad ◽  
Muhammad Turki Alshurideh ◽  
Barween Hikmat Al Kurdi ◽  
...  
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Social Relations ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Intention To Use ◽  
Learning Platform ◽  
Teachers And Students ◽  
Expectation Confirmation

The study explores the impacts of fear emotions on technology adoption by teachers and students during the COVID-19 pandemic. Mobile learning (ML) has been considered an educational, social platform in private and public higher education institutes. Since several fears are connected with COVID-19, this study's key hypotheses are related to how COVID-19 influences Mobile Learning (ML) adoption. Educators, teachers, and students may face some common types of fear in the course of the coronavirus pandemic, such as fear of losing social relationships, fear of educational loss and failure, and fear because of the lockdown of the family in the prevailing circumstances. Different theoretical models, named Expectation-Confirmation Model (ECM) and Technology Acceptance Model (TAM), are combined to develop an integrated model for this study. The proposed model was analyzed with the development of a questionnaire survey. The survey served as a data collection instrument to collect data from students of the University of Sharjah in Sharjah city in the United Arab Emirates (UAE). Three hundred twenty undergraduate students participated in the study. The collected data was evaluated using the partial least squares-structural equation modeling (PLS-SEM). The significant predictors revealed by experimental results included perceived fear, perceived ease of use, expectation confirmation, satisfaction, and perceived usefulness, explaining the intention to use the mobile learning platform. According to our study, teaching and learning can be benefitted to a great extent by the adoption of mobile learning (ML) during this pandemic for educational purposes; however, this process may be negatively affected by the fear of future educational results, fear of losing social relations and fear of stressful family situations. Therefore, appropriate student evaluation may be conducted to overcome the emotional distress caused by the pandemic effectively.

scholarly journals Development and Validation of User Experience-Based E-Learning Acceptance Model for Sustainable Higher Education

2021 ◽  
Vol 13 (11) ◽  
pp. 6201
Author(s):  
Baqar Ali Zardari ◽  
Zahid Hussain ◽  
Aijaz Ahmed Arain ◽  
Wajid H. Rizvi ◽  
Muhammad Saleem Vighio
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Information Quality ◽  
Research Study ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
E Learning ◽  
Acceptance Model ◽  
Learning Portal

E-learning is a convenient way of learning through a portal. E-learning is being increasingly adopted in the world; however, the factors that influence the intention of users for accepting the e-learning technology have not been sufficiently explored, particularly in developing countries. Although many e-learning acceptance models do exist, the research on a user experience (UX)-based e-learning acceptance model is still lacking. As UX is one of the crucial factors for the acceptance of an e-learning portal, this research study aims to develop and validate a UX-based e-learning acceptance framework for sustainable higher education. In this connection, a web-based responsive e-learning portal for university students has been developed. The portal can be accessed from anywhere, at any time, and on any device, making the learning sustainable. The UX-based e-learning acceptance framework is developed by integrating the selected constructs of a widely accepted UX model, technology acceptance model (TAM), and four well-known constructs from various technology acceptance models. The constructs are appeal, pleasure, satisfaction, perceived ease of use, perceived usefulness, information quality, self-efficacy, social influence, benefits, and behavioral intention, which can predict the intentions of the students for acceptance of the e-learning portal. The data were collected from 650 university students using online and manual questionnaires. After data screening, 513 valid responses were further analyzed using structural equation modeling. According to the results, the framework fits the data well. The constructs satisfaction, perceived ease of use, perceived usefulness, information quality, self-efficacy, social influence, and benefits have a statistically significant effect on the behavioral intention of the students regarding the acceptance of the e-learning portal. The construct perceived ease of use has a statistical significant impact on perceived usefulness and pleasure. The construct appeal has a statistical significant impact on pleasure and satisfaction. Similarly, the construct pleasure has also a positive statistical significant impact on satisfaction. This research study contributes to the e-learning acceptance models by developing and validating the UX-based e-learning acceptance framework for sustainable higher education. The framework provides important insights for the acceptance of university based e-learning portals in the context of developing countries.

scholarly journals Antecedents of Blackboard Adoption by Lecturers at a South African Higher Education Institution – Extending GETAMEL

2021 ◽  
Vol 16 (01) ◽  
pp. 60
Author(s):  
Obert Matarirano ◽  
Nobert Rangarirai Jere ◽  
Hlanganani Siqondile Sibanda ◽  
Manoj Panicker
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
South African ◽  
Structural Equation ◽  
Ease Of Use ◽  
The Body ◽  
Perceived Usefulness ◽  
University Management ◽  
Perceived Ease Of Use ◽  
E Learning

Learning Management Systems (LMS) have become central to the teaching and learning in Higher Education Institutions (HEI). The aim of this paper was to test the constructs of the General Extended Technology Acceptance Model for e-Learning (GETAMEL) and some selected constructs from the other Technology Acceptance Models (TAM) on adoption and use of Black-board LMS by lecturers at a selected university in South Africa. A cross sec-tional electronic survey was carried out to obtain data from 101 lecturers, who were conveniently sampled to express their perceptions on BLMS. Structural equation modelling, utilising SmartPLS3, was used to analyse the collected data. The results confirmed that behavioural intention (BI) influ-enced actual use whilst BI in turn was influenced by perceived usefulness (PU) and subjective norm (SN). Attitude was influenced by PU but had no significant effect on BI. The external factors that influenced perceived ease of use (PEOU) included perceived enjoyment (ENJOY), system self-efficacy (SE), and system anxiety (ANX) whilst PU was influenced by job relevance (JR) and PEOU. University management at the HEI under study should con-sider the determinants of SE, ENJOY and ANX if they need effective utilisation of Blackboard by the lecturers. The study findings imply that a LMS that is adopted and used is one that is considered useful, otherwise users will be reluctant to use it. The findings can assist HEIs in preparing their lecturers before implementation of any e-learning systems, such as training and technical support, thus, enhancing LMS adoption and utilisation. This study contributes to the body of knowledge on antecedents of LMS adoption and use. In addition, it establishes the applicability of GETAMEL in a South African university context.

scholarly journals Assessing Students’ Attitude and Intention to Use M- learning in Higher Education

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
J Hajiyev
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Information And Communication Technologies ◽  
Moderating Effect ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Significant Implication ◽  
Relationship Of ◽  
The Relationship

Mobile learning (m-learning) is a key solution for education in order to improve the learning effectiveness of students. Increasing mobile penetration in the world, particularly among the young generation urges the investigation of the factors affecting m-learning use in higher education institutions. The primary aim of this paper is to utilize general extended technology acceptance model for e-learning (GETAMEL) developed by Abdullah and Ward (2016) to examine the factors driving the undergraduate students’ attitude and intention to use m-learning in Azerbaijan with the moderating effect of Technology innovativeness (TI). The study used a survey conducted across the under- graduate students in the 7 universities located in the Baku city. The survey questionnaire was used to collect valid data from 698 samples. The Structural Equation Modelling (SEM) results revealed that Experience (XP), Subjective norms (SN), Enjoyment (ENJOY), Information and communication technologies anxiety (IC-TA), and Self-efficacy (SE) significantly influence Perceived Usefulness (PU), while only XP and ICTA have an impact on Perceived ease of use (PEOU). It did not affect PU of m-learning. TI was found to have moderating effect on the relationship of PEOU and PU with Attitude (ATT), but not the relationship of ATT with Intention (INT). This study filled the gap in the m-learning literature in Azerbaijan, and provided significant implication for both academic and government institutions willing to increase the penetration of ICT technologies and m-learning in higher education.

scholarly journals The Effects of UTAUT and Usability Qualities on Students’ Use of Learning Management Systems in Saudi Tertiary Education

10.28945/4659 ◽  
2020 ◽  
Vol 19 ◽  
pp. 891-930
Author(s):  
Ahmed Alshehri ◽  
Malcolm J Rutter ◽  
Sally Smith
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Technology Acceptance ◽  
Tertiary Education ◽  
Perceived Usefulness ◽  
Learning System ◽  
E Learning ◽  
Learning Management ◽  
Organisational Factors ◽  
The Impact

Aim/Purpose: This study proposes a theoretical framework that amalgamates Unified Theory of Acceptance and Use of Technology (UTAUT) variables with usability metrics to investigate the impact on students’ intention and use of the Learning Management System (LMS) in Saudi higher education. Background: There is a dearth of academic research on Saudi higher education to examine the effects of usability factors on students use of LMSs, so significant issues have not yet been examined. Methodology: Based on survey data from 605 respondents, the Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was employed to assess the model. Contribution: The findings of the study may help colleges and universities to gain insights into the best way to promote e-learning system perceived usefulness and acceptance among students. Findings: The results confirmed that the UTAUT parameters are valid and robust in the context of LMS in Saudi Arabia. The dimension of social influence emerged to significantly influence the students’ intention and usage behaviour. The performance expectancy was affected by information quality and the system interactivity whereas the effort expectancy was influenced by system navigation, system learnability, and instructional assessment. The usability feature of interactivity was also demonstrated to influence students’ willingness to use the system. Recommendations for Practitioners: University policymakers are expected to benefit from this research for e-learning system acceptance in an academic setting and eliminate any impediments to its implementation. University students will be able to identify the factors and motivations driving their adoption of the system. In particular, usability, social, and organisational factors that affect their use of an e-learning system would be better understood. Recommendation for Researchers: The study should aid the research community in technology acceptance and usability studies to determine the students’ perceptions and experiences towards e-learning usability, social, and organisational factors that influence their acceptance, specifically in a Saudi context where students have unique psychological and social characteristics. Administrators and designers could also better understand areas of improvement for usability issues and develop design solutions based on the findings of this study. Impact on Society: The suggestions have been offered in order to accelerate and increase the use of e-learning services in Saudi higher education. System designers and administrators should have a better insight into the user interface design, considering system-independent metrics that could enhance user acceptance of e-learning systems. Future Research: The study focused on the students’ perspective, a natural progression of this work is to involve other e-learning stakeholders (teachers and administrators). This could enrich the research by providing a better understanding of undisclosed issues, offering different views about the implementation and use of an e-learning system in Saudi Arabia.

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