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 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.

A Scale of University Students' Attitudes toward e-Learning on the Moodle System

2014 ◽  
Vol 4 (3) ◽  
pp. 49-65 ◽  
Author(s):  
Tzu-Chin Rejoice Chou
Keyword(s):  
Factor Analysis ◽  
Behavioral Intention ◽  
Critical Issue ◽  
Perceived Usefulness ◽  
Learning System ◽  
Learning Attitudes ◽  
Five Factors ◽  
Confirmatory Factor ◽  
E Learning ◽  
Students Attitudes

There are more universities in Taiwan have incorporated e-learning as the main teaching system. However, it is a critical issue to understand learners' attitudes toward the system. Therefore, the purpose of this research was to test an e-learning attitudes scale on Taiwan Ming Chuan University (TMCU) students using the Moodle system in Taiwan. The study group comprised of 324 students and the overall scale and subscale proved to be highly reliable. The questionnaire was taken from Liaw (2008), and approved by them in 2009. After factor analysis, five factors were extracted from 26 items: Perceived usefulness & behavioral intention (8 items), e-learning effectiveness (5 items), e-learning system satisfaction (5 items), perceived self-efficacy & satisfaction (5 items), and multimedia instruction (3 items). Through application of a secondary confirmatory factor analysis (CFA) test, the construct validity of the scale was empirically constructed.

scholarly journals FRAMEWORK AND VERIFICATION OF A BLENDED E-LEARNING SYSTEM BEHAVIORAL INTENTION MODEL AMONG CLINICAL NURSES

2015 ◽  
Vol 14 (6) ◽  
pp. 733-743
Author(s):  
Tsui-Fen Chang ◽  
Cheng-Min Chao ◽  
Bor-Wen Cheng
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Perceived Risk ◽  
Structural Equation ◽  
Ease Of Use ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
E Learning ◽  
Acceptance Model ◽  
Behavioral Intention To Use

As the various applications of Internet and information communication technology (ICT) grow rapidly, the education and hospital institutions provide more distance learning programs, which also makes the research on e-learning more important. However, disadvantages in e-learning have been identified. Blended e-learning systems (BELSs) are considered effective alternative learning approaches. This research proposes a conceptual model to explain the factors affecting nurses’ behavioral intention to use a blended e-learning system (BELS). This research integrated perceived risk and the technology acceptance model to hypothesize a theoretical model for explaining and predicting learners’ behavioral intention to use a BELS. Self-report questionnaires were distributed to local community hospitals, regional hospitals, and medical centers in Central Taiwan. To confirm this research hypothesis, data were collected 682 nurses, with a response rate of 97.4%. Using structural equation modeling (SEM), the results show that perceived risk, perceived ease of use, and attitude influenced BELS behavioral intention. Perceived ease of use, and perceived usefulness substantially influenced use attitude. In addition, the path coefficient of perceived risk on attitude was non-significant. On the basis of the results, hospital institutions can devise better strategies for developing their blended e-learning system. Key words: nurses education, blended learning, technology acceptance model, nurse perceptions, structural equation model.

The determinants of student attitude toward e-learning academic achievement during the COVID-19 pandemic

2021 ◽  
Vol 19 (4) ◽  
pp. 0-0
Keyword(s):  
Academic Achievement ◽  
Behavioral Intention ◽  
Teaching Quality ◽  
Learning System ◽  
Systematic Research ◽  
System Quality ◽  
Learning Satisfaction ◽  
School Teaching ◽  
E Learning ◽  
The Impact

Many educational institutions have adopted e-learning methods during the COVID-19 pandemic to maintain school teaching activities. However, systematic research on e-learning effectiveness in such a crisis is quite insufficient. This study aims to explore the impact of e-learning quality on students’ satisfaction during the pandemic in regard to academic achievement and behavioral intention. Through a questionnaire and semester score database, the relevant data of 683 students were collected and then analyzed by PLS-SEM. The result shows that instructor teaching quality and e-learning system quality influence students’ academic achievement and behavioral intention through increasing students’ e-learning satisfaction. E-learning system quality moderated the impact of instructor teaching quality on students’ e-learning satisfaction. The findings of this study provide valuable insights into the comprehensive implementation of e-learning during a crisis.

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

2018 ◽  
Vol 9 (3) ◽  
pp. 201-216 ◽  
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.

scholarly journals An E-learning Acceptance Evaluation Through UTAUT Model in a Postgraduate Program

2019 ◽  
Vol 16 ◽  
Author(s):  
Ridwan Mahande ◽  
Jasruddin Malago
Keyword(s):  
Social Influence ◽  
Behavioral Intention ◽  
Hypothesis Test ◽  
Learning System ◽  
Utaut Model ◽  
Ex Post ◽  
Ex Post Facto ◽  
E Learning ◽  
Facilitating Conditions ◽  
Ex Post Facto Study

This study aims to evaluate e-learning acceptance through the UTAUT model by showing the contributing variables to the acceptance of e-learning in a Postgraduate Program at Universitas Negeri Makassar, Indonesia. This study was an ex post facto study with 170 samples distributed proportionally. The data were collected through a questionnaire that was developed from UTAUT model variables and indicators. The data collected were analyzed by path. The results of the e-learning acceptance evaluation based on the hypothesis test showed that facilitating conditions, behavioral intention, effort expectancy, performance expectancy, and social influence significantly and positively affected behavioral intention. Facilitating conditions and behavioral intention significantly and positively affected the e-learning acceptance. Variables that greatly contributed to the higher or lower e-learning acceptance were facilitating conditions and behavioral intention. Facilitating conditions were strongly affected by the students’ knowledge and internet speed. Meanwhile, the behavioral intention was strongly influenced by the level of students’ belief in the future of e-learning and students’ eagerness that e-learning be integrated in every subject. Nevertheless, social influence variables need more attention for implementing a better and sustainable e-learning system.

scholarly journals Adoption of E-learning System in Higher Education Environments: Evidence from Modified UTAUT Model

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Wasim Qazi ◽  
◽  
Syed Ali Raza ◽  
Komal Akram Khan ◽  
Javeria Salam ◽  
...  
Keyword(s):  
Higher Education ◽  
Knowledge Acquisition ◽  
Knowledge Sharing ◽  
Behavioral Intention ◽  
Partial Least Square ◽  
Learning Systems ◽  
Learning System ◽  
Equation Modeling ◽  
Survey Method ◽  
E Learning

E-Learning has been an exceptional support for learners across the globe. Many people are using electronic media for different purposes. Hence, learners, especially students, can benefit from the electronic system as well. Therefore, the purpose of this study is to examine the adoption level of e-learning systems by using the extended model of UTAUT2. The data was collected using the survey method, and for this purpose, the five-point Likert scale has been used. The statistical techniques applied to the data set were confirmatory factor analysis and partial least square structural equation modeling. The results reveal that performance expectancy, effort expectancy, social influence, facilitating conditions, habit, knowledge acquisition, and knowledge sharing are positively linked with behavioral intention to use e-learning systems except for hedonic motivation. The modified model adds two new predictors: knowledge acquisition and knowledge sharing that influence students' acceptance of e-learning systems. Therefore, it will provide the educationists and policymakers a new insight into whether students are willing to adopt the E-learning system for daily use. Keywords: E-Learning System, Behavioral intention, Knowledge acquisition, Knowledge sharing, Higher education, PLS-SEM

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