Behavioral intention,use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning

Widespread implementation of e-learning systems – learning management systems, virtual learning environments – across higher education institutions has aroused great interest on the study of e-learning acceptance. Acceptance studies focus on the predictors of system adoption and use, with behavioral intention to use the system as a proxy for actual use. This study proposes a TAM3-based model – with the inclusion of two additional variables: personal innovativeness in the domain of information technology and perceived interaction – to study the factors influencing the acceptance of e-learning systems. Attention is also brought towards the role of behavioral intention, especially in its relation with use behavior. In order to do so, two different settings were considered: higher education and lifelong learning; data was gathered from a survey administrated to Spanish graduate and lifelong learning students, and partial least squares analysis was used to test the research model. Results supported TAM relations, except for the intention-behavior linkage, and unveiled a dual nature of perceived usefulness – with one component related to efficiency and performance, and another component related to flexibility. The adequacy of applying TAM3-based models in educational contexts and suitability of actual system usage measures are also discussed.     

Users' intrinsic and extrinsic drivers to use a web-based educational environment

The aim of this study is to gain further insight into the drivers that help in the design of desirable web-based educational environments. The specific objectives are twofold: (1) to explore the main drivers of learners' responses, in terms of their ongoing patronage and recommendation of learning tools to others; and (2) to clarify the significance of exploratory behaviour as a moderator that contributes to users' e-loyalty. Drawing on the fields of design, non-economic satisfaction, and e-loyalty, this quasi-experimental study hinges on analysis of survey data to assess college students' online usage experiences. Aesthetics and usefulness have significant effects on perceptions of the extent to which students' goals and desires are met, and, by extension, extrinsic outcomes and e-loyalty. Making an educational tool simpler to use, however, has hardly any effect on users' perceptions of its usefulness. Furthermore, when usage is more instrumental, expressive issues weaken users' satisfaction-based processes. Our research also indicates that individual differences based on variety-seeking personality traits play an important role in users' decisions to accept e-learning tools. This article may therefore act as a springboard for further empirical research, as well as clarifying and examining the nature of e-learning tools' enduring usage amongst college students.     

Factors affecting university instructors' adoption of web-based learning systems: Case study of Iran

In many societies e-learning has become the main mechanism supporting distance education. Although e-learning efforts are considered to be a significant corporate investment, many surveys indicate high drop-out rates or failures. This research uses an integrated model in order to assessing the influence of IS-oriented, psychological and behavioral factors on instructors' adoption of web-based learning systems. Survey data collected from 115 university instructors were analyzed using structural equation modeling to examine the theoretical model. The research results show that perceived usefulness, perceived ease of use and system quality increase instructors' intention to use web-based learning systems; however, perceived usefulness is the most important factor affecting on intention and actual use of the system (adoption).     

Gender differences in perceptions and relationships among dominants of e-learning acceptance

This research attempts to extrapolate the results of education research about computer usage and IS research about technology acceptance to e-learning. Based on the Technology Acceptance Model (TAM), the objectives of this study are to explore gender differences in perceptions and relationships among dominants affecting e-learning acceptance. A survey of 67 female and 89 male employees taken from six international companies at the Hsin-Chu Science-based Industrial Park in Taiwan shows that men’s rating of computer self-efficacy, perceived usefulness, perceived ease of use, and behavioral intention to use e-learning are all higher than women’s. Additionally, we found that women were more strongly influenced by perceptions of computer self-efficacy and ease of use, and that men’s usage decisions were more significantly influenced by their perception of usefulness of e-learning. These findings also suggest that researchers should take into consideration factors of gender in the development and testing of e-learning theories. Managers and co-workers, moreover, should realize that e-learning may be perceived differently by women and men. Based on these findings, implications for theory and practice are discussed.     

Surveying instructor and learner attitudes toward e-learning

The trend of using e-learning as a learning and/or teaching tool is now rapidly expanding into education. Although e-learning environments are popular, there is minimal research on instructors’ and learners’ attitudes toward these kinds of learning environments. The purpose of this study is to explore instructors’ and learners’ attitudes toward e-learning usage. Accordingly, 30 instructors and 168 college students are asked to answer two different questionnaires for investigating their perceptions. After statistical analysis, the results demonstrate that instructors have very positive perceptions toward using e-learning as a teaching assisted tool. Furthermore, behavioral intention to use e-learning is influenced by perceived usefulness and self-efficacy. Regarding to learners’ attitudes, self-paced, teacher-led, and multimedia instruction are major factors to affect learners’ attitudes toward e-learning as an effective learning tool. Based on the findings, this research proposes guidelines for developing e-learning environments.     

Using an adapted,task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others

Instructors in higher education perform some instructional tasks much more often using a learning management system (LMS) tool than other tasks. In studies that aim to explain these differences, the Technology Acceptance Model (TAM) perspective is missing. In this study, an adapted, task-level TAM questionnaire was used to measure task importance, task performance, LMS usefulness, LMS ease of use, and intention to use an LMS for 18 different instructional tasks among 180 instructors at a Dutch research university. The results show that low intention to use an LMS can be explained by (1) low task importance or performance, and/or (2) low LMS usefulness, and/or (3) low LMS ease of use level. The LMS tools and tasks within each of the three groups were not related substantively. This raises a question regarding whether an instructor's LMS intention level can best be explained by the combination of a specific tool, a specific instructional task, and a specific user interface.     

The role of perceived user-interface design in continued usage intention of self-paced e-learning tools

While past studies on user-interface design focused on a particular system or application using the experimental approach, we propose a theoretical model to assess the impact of perceived user-interface design (PUID) on continued usage intention (CUI) of self-paced e-learning tools in general. We argue that the impact of PUID is mediated by two variables, namely perceived functionality (PF) and perceived system support (PSS), which influence perceived usefulness (PU) and perceived ease of use (PEOU), respectively. We empirically validated the model using data collected from a survey administered to university students in Hong Kong. We found that most hypotheses are valid and PUID is an important antecedent of CUI of a self-paced e-learning tool. We also showed that PU and user satisfaction (USat) are two essential predictors of CUI. However, the impact of PEOU on CUI is indirect via PU as a mediator. Our findings enrich the theory on the continued usage of technology, and provide e-learning developers with managerial insights on how to entice learners to continue using their e-learning tools.     

Learners’ acceptance of e-learning in South Korea: Theories and results

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. South Korea’s dense student population and high educational standards made investment in e-learning very cost-effective. However, despite the fact that South Korea is one of the fastest growing countries in e-learning, not much of the research results have been known to the globalized world. By investigating critical factors on e-learning adoption in South Korea, our study attempts to fill a gap in the individual country-level e-learning research.Based on the extensive literature review on flow theory, service quality, and the Technology Acceptance Model, our study proposes a research model which consists of four independent variables (instructor characteristics, teaching materials, design of learning contents, and playfulness), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e-learning). Results of regression analyses are presented. Managerial implications of the findings and future research directions are also discussed.     

The influence of system characteristics on e-learning use

The benefits of an e-learning system will not be maximized unless learners use the system. This study proposed and tested alternative models that seek to explain student intention to use an e-learning system when the system is used as a supplementary learning tool within a traditional class or a stand-alone distance education method. The models integrated determinants from the well-established technology acceptance model as well as system and participant characteristics cited in the research literature. Following a demonstration and use phase of the e-learning system, data were collected from 259 college students. Structural equation modeling provided better support for a model that hypothesized stronger effects of system characteristics on e-learning system use. Implications for both researchers and practitioners are discussed.     

Factors affecting the intention to use a web-based learning system among blue-collar workers in the automotive industry

This study aims to identify, using an extended Technology-Acceptance Model (TAM), the factors affecting the decision of using a web-based learning system among blue-collar workers in the automotive industry. A structural equation-modeling approach was applied to identify the variables that significantly affect the decision of using the system. Using LISREL 8.54, data collected from 546 blue-collar workers were used to test the proposed research model. Empirical testing of the extended TAM found all paths to be significant in the hypothesized directions, that is, the results of the study strongly support the application of extended TAM in predicting the blue-collar workers’ intention to use a web-based learning system. Among the factors, social influence is a much stronger predictor of user intention compared to others. The study concludes with the implications of this study for managers and recommendations for possible future research.     

Analysis of utility and use of a web-based tool for digital signal processing teaching by means of a technological acceptance model

This paper presents an exploratory study about the development of a structural and measurement model for the technological acceptance (TAM) of a web-based educational tool. The aim consists of measuring not only the use of this tool, but also the external variables with a significant influence in its use for planning future improvements. The tool, designed with Shockwave™ and Macromedia Director™, is a web-based educational environment that has been applied as a teaching methodology in an undergraduate course involved with modern microprocessors architectures and applications. The proposed methodology may be extensible to similar tools and tries to fill the lack of scientific studies in the validation and acceptance of computer-based educational tools.     

Analysis of utility and use of a web-based tool for digital signal processing teaching by means of a technological acceptance model

This paper presents an exploratory study about the development of a structural and measurement model for the technological acceptance (TAM) of a web-based educational tool. The aim consists of measuring not only the use of this tool, but also the external variables with a significant influence in its use for planning future improvements. The tool, designed with Shockwave™ and Macromedia Director™, is a web-based educational environment that has been applied as a teaching methodology in an undergraduate course involved with modern microprocessors architectures and applications. The proposed methodology may be extensible to similar tools and tries to fill the lack of scientific studies in the validation and acceptance of computer-based educational tools.     

Understanding e-learning continuance intention in the workplace: A self-determination theory perspective

Based on self-determination theory (SDT), this study proposed an extended Technology Acceptance Model (TAM) in the context of e-learning service. In the proposed model perceived usefulness, perceived playfulness and perceived ease of use are predicted to be influenced by perceived autonomy support, perceived competence and perceived relatedness. Although TAM has received fairly extensive attention in prior research, this study is one of the first to examine the effects of motivational factors affecting TAM constructs. The results show that applying SDT to e-learning in a work setting can be useful for predicting continuance intention.     

Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies

With the rapid change in all types of working environment, there is a need to implement electronic learning (e-learning) systems to train people in new technologies, products, and services. However, the large investment in e-learning has made user acceptance an increasingly critical issue for technology implementation and management. Although user acceptance received fairly extensive attention in prior research, efforts were needed to examine or validate previous results, especially in different technologies, user populations, and/or organizational contexts. We therefore proposed a new construct, perceived credibility, to examine the applicability of the technology acceptance model (TAM) in explaining engineers’ decisions to accept e-learning, and address a pragmatic technology management issue. Based on a sample of 140 engineers taken from six international companies, the results strongly support the extended TAM in predicting engineers’ intention to use e-learning.     

University Instructors' Acceptance of Electronic Courseware: An Application of the Technology Acceptance Model

This study examines the factors that influence instructors' adoption and use of an Internet-based course management system and tests the applicability of the Technology Acceptance Model (TAM), introduced by Davis (1986) , in the context of e-learning practices in higher education. Using data from an online survey of a university's instructors ( N = 191), a path analysis revealed that perceived ease of use of the system had a significant impact on perceived usefulness as the TAM suggested. In addition, a direct effect of perceived usefulness on behavioral intention to use and an indirect effect of the variable on actual system use, both of which were proposed in the TAM, were also found. Further, motivation to use the system played a significant role in affecting perceived ease of use, perceived usefulness, evaluation of functions, current system use, and behavioral intention to keep using the system. This study suggests that integration of the TAM and the uses and gratification approach can be fruitful for future research on the diffusion of Internet-based technological systems.     

Cross cultural analysis of the use and perceptions of web Based learning systems

The main objective of this paper is to examine cultural differences and technology acceptances from students of two universities, one is from a European country: Spain, and the other is in Latin America: Chile. Both of them provide their students with e-learning platforms. The technology acceptance model (TAM) and Hofstede’s cultural dimensions are the tools used to measure the acceptance and use of web-based learning platforms and cultural diversity of respondents, respectively. In summary, we can affirm that the sample of tertiary Spanish and Chilean students are culturally different with regard to some of Hofstede’s dimensions, but their behavior of acceptance of e-learning technology globally matches according to the TAM model. This study provides relevant implications for on-line courses managers’ who have tertiary students from different nationalities.     

A model of organizational employees’ e-learning systems acceptance

This study examines the factors that influence employees’ adoption and use of e-learning systems and tests the applicability of the technology acceptance model (TAM) in the organizational context. We examined the relationship of employees’ perceptions of their behavioral intention to use e-learning systems in terms of four determinants (individual, organizational, task characteristics, and subjective norm), to further explore the effects of management and organizational support on the subjective norm. Data were 357 valid questionnaires from four industries in Taiwan. The findings indicate that organizational support and management support significantly affected perceived usefulness and intention to use. Individuals’ experience with computers and computer self-efficacy had significantly positive effects on perceived ease of use. Task equivocality significantly influenced perceived usefulness. Organizational and management supports significantly impacted the subjective norm, perceived usefulness, perceived ease of use, and intention to use. Additionally, the results suggest that external variables that affect perceived usefulness, perceived ease of use, and intention to use, need to be considered as important factors in the process of designing, implementing, and operating e-learning systems. The results provided a more comprehensive insight of individual, organizational, and task characteristics in predicting e-learning acceptance behavior in the organizational contexts, rarely tested in previous studies. By considering these identified factors, practitioners can take corresponding measures to predict or promote organizational employees’ e-learning systems acceptance more effectively and efficiently. Furthermore, by explaining employees’ acceptance behavior, the findings of this research help to develop more user-friendly e-learning systems and provide insight into the best way to promote e-learning systems for employees.     

Examining the effects of information system characteristics and perceived usefulness on post adoption usage of information systems

Understanding post adoption behavior has emerged as an important issue in IS research. Organizations have invested in a plethora of Information Systems (IS) and the benefits that can be gained from these systems depend on their usage. Prior research has examined factors that impact users’ intention to continue using the IS. However, comprehending post adoption IS usage behavior has not received much attention. Building on TAM and IS success model, this study proposes that information quality and system integration influence perceived IS usefulness which will then drive post adoption usage of the IS. Post adoption IS usage is conceptualized as a broad concept that includes extended usage and exploratory usage. Data (N = 1032) was collected to test the model, in the context of a web-based student information system that students use to manage their academic work. The results show that at the post adoption stage, perceived IS usefulness is a good predictor of extended usage and exploratory usage. However, surprisingly IS usefulness was found to explain a much larger variance in exploratory usage. Information quality and system integration were found to influence IS usefulness. However, information quality also has a direct affect on extended usage, while system integration directly influenced exploratory usage. Assessment of the moderating role of gender and internet experience on model relationships reveals interesting insights. Implications are drawn for future research and practice.     

Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems

This paper describes an experience where the Technology Acceptance Model (TAM) has been adapted for use in the evaluation of methodological and technological innovations determined by the introduction of a new e-learning system in an Italian online university. While the original TAM allows one to assess acceptance and adoption of a new technology, in this case there was also a need to consider all the phases of use of the system (course design, running and evaluation), all the users of the system (students, teachers and e-learning management), and all the system’s components (the e-learning platform, the learning resources and mostly the underlying pedagogical approach). The resulting model, which is an extension of the original TAM, is a three-dimensional one, with three aspects to be considered on each axis (phases of use, users and components). For each of the 27 combinations of these aspects, indicators of usefulness and ease-of-use have been identified. When available, data concerning actual use (derived from the tracking functions of the platform) and effectiveness (based on teachers’ adoption of new tools and students’ learning outcomes) have also been used to complement the data.     

E-learning adoption of academicians: a proposal for an extended model

From the beginning of the e-learning technology era, many concerns arose regarding the use of e-learning in everyday academic processes. Thus, in recent years, a number of studies were conducted on e-learning acceptance, mostly with the use of Unified Theory of Acceptance and Use of Technology (UTAUT) Model. Current study investigates the determinants of acceptance of academic e-learning technologies with the use of proposed modified UTAUT model. The basic UTAUT model was supplemented by the examined new determinants: system interactivity and the area of scientific expertise. Therefore, the paper contributes to UTAUT theory, applied in e-learning, by utilising empirical research with a modified UTAUT model including these two new variables. This study confirmed the hypotheses related to the effects of performance expectancy, effort expectancy, and system interactivity on behavioural intention to use e-learning technologies, and also stated that the area of scientific expertise does not have a direct impact on the intention to use e-learning technologies. The research model has been tested in an academic environment in Turkey.