The Effect of Organizational Support and Self Efficacy on the Usage Intention of E-Learning System in Hospital

This purpose of the study is to develop the usage intention model of E-Learning systems. A survey of 1071 samples of six teaching hospitals in Taiwan shows that the effects of organizational support and self efficacy on usage intention are mediated by perceived ease of use and perceived useful. According to the statistical results, the proposed model fits very well for the samples. Besides, both organizational support and self efficacy are important antecedents of perceived ease of use and perceived useful. In addition, perceived ease of use has the most influence on usage intention, followed by perceived useful, organizational support, and self efficacy. Further investigation reveals that organizational support and self efficacy have both direct and indirect influences on usage intention. This research can provide E-Learning designers and managers of the hospital with the implication that we must focus not only on the technological aspect (perceived ease of use and perceived useful), but also on the social psychological aspect (organizational support and self efficacy).

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

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i18.15441 ◽

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.

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

Mediterranean Journal of Social Sciences ◽

10.2478/mjss-2018-0062 ◽

2018 ◽

Vol 9 (3) ◽

pp. 201-216 ◽

Cited By ~ 2

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.

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Effectiveness of Adopting Cloud-Based E-Learning at Qassim University

The Computer Journal ◽

10.1093/comjnl/bxaa146 ◽

2020 ◽

Author(s):

Norah Alajlan ◽

Mohammed Hadwan ◽

Dina M Ibrahim

Keyword(s):

Technology Acceptance ◽

Extrinsic Motivation ◽

Ease Of Use ◽

Learning System ◽

Perceived Ease Of Use ◽

Learning Platform ◽

Proposed Model ◽

E Learning ◽

Acceptance Model ◽

Significant Factors

Abstract The growth of cloud computing (CC) is noticeable in Saudi Arabia, especially in educational institutions. To have an effective E-learning platform, CC is widely used due to its capabilities. This research studying the factors affects the adoption of cloud-based E-learning at Qassim University (QU) from the student’s perspective. A model proposed to measure the effectiveness of the current E-learning system at QU and to identify the significant factors required to encourage students to keep using it. The proposed model includes the theory of motivation, the theory of technology acceptance model and characteristics of CC. Data collected from 114 students analyzed using SmartPLS. Results show the perceived ease of use and extrinsic motivation are significant factors that means have high effects on the intention to use (ITU). While other factors such as availability, collaboration and intrinsic motivation are insignificant that have less or no effect on the ITU cloud-based E-learning.

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

Jurnal Sistem Informasi ◽

10.21609/jsi.v11i2.433 ◽

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.

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Validating the TAM model in Haryana state of India: During COVID-19

ISBR Management Journal ◽

10.52184/isbrmj.v6i01.107 ◽

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.

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

Adoption of Virtual Technologies for Business, Educational, and Governmental Advancements ◽

10.4018/978-1-4666-2053-7.ch015 ◽

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.

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Business Process Reengineering of Digital Learning Ecosystems

10.4018/978-1-7998-9664-7.ch007 ◽

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.

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

Indonesian Journal of Electrical Engineering and Computer Science ◽

10.11591/ijeecs.v7.i2.pp466-473 ◽

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>

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

SA Journal of Information Management ◽

10.4102/sajim.v17i1.635 ◽

2015 ◽

Vol 17 (1) ◽

Cited By ~ 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.

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