Evaluating the Acceptance of Flexible Online Learning via Extended TAM: The Case of a Developing Economy (original) (raw)
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Journal of Theoretical and Applied Information Technology
Flexible learning is an online learning media that reshapes the roles of lecturers and students and provides information required for teaching/ learning activities. Indeed, various factors influence the extent of users' participation in adopting flexible learning. Therefore, it is necessary to investigate what factors affect the extent of users' participation in accepting and adopting flexible learning. Consequently, this article uses Technology Acceptance Model (TAM) as the theoretical base to understand the factors that influence the acceptance and adoption of flexible learning by lecturers and students as users of the system. In order to make the empirical analysis, we distribute questionnaire topurposively selected 100 students and lecturers from a private Indonesian university (Satya Wacana Christian University) who have fully used flexible learning system in the university (the so-called F-Learn). Using Structural Equation Modeling (SEM) to analyze the data, we find th...
2014
Flexible learning is an online learning media that reshapes the roles of lecturers and students and provides information required for teaching/ learning activities. Indeed, various factors influence the extent of users’ participation in adopting flexible learning. Therefore, it is necessary to investigate what factors affect the extent of users’ participation in accepting and adopting flexible learning. Consequently, this article uses Technology Acceptance Model (TAM) as the theoretical base to understand the factors that influence the acceptance and adoption of flexible learning by lecturers and students as users of the system. In order to make the empirical analysis, we distribute questionnaire topurposively selected 100 students and lecturers from a private Indonesian university (Satya Wacana Christian University) who have fully used flexible learning system in the university (the so-called F-Learn). Using Structural Equation Modeling (SEM) to analyze the data, we find that perce...
— The explosive growth of information and communication technology (ICT) has emerged the necessity of its seamless adaptation in learning environment. In connection with this rapid growth, a number of private universities are attempting to develop and implement their e-learning platforms in order to provide up to date and quality education in Bangladesh. As implementing a technology that is not widely accepted by users is completely wastage of resources, this paper intends to identify the determinants of students' acceptance of e-learning platforms in the private universities of Bangladesh by applying the Technology Acceptance Model (TAM), which was solely proposed by Davis in 1986. A total number of 300 undergraduate and graduate business students from three different private universities were surveyed. Partial Least Squares Structural Equation modeling (PLS-SEM) tool was employed to analyze data.
THE 6TH INTERNATIONAL CONFERENCE ON SCIENCE AND TECHNOLOGY (ICST21): Challenges and Opportunities for Innovation Research on Science Materials, and Technology in the Covid-19 Era
Education plays such an important part in the development of a country and it should not be interrupted or suspended for any cause. In the case of Covid-19, all face-to-face meetings have been halted in order to prevent the virus from spreading. They are halted because the virus can be passed from one person to another via a droplet produced by a human when communicating with others. To deal with this situation, a lot of innovation has been generated. One of the solutions that have been used is online learning to avoid face-to-face offline meetings. However, there are several issues that arise when using it to overcome this problem such as communication and pedagogical problem, motivation issues, media issues, engagement issues, and other technical issues. The prior study was to develop a new learning framework (OLF). One of the most essential roles in the framework is the student's willingness to embrace or satisfaction to use and comply with their roles as suggested in the framework. To gauge students' participation in the framework, Extended TAM will be used. This model is a TAM model which has been extended by three new independent variables to measure the student's acceptance of the new learning framework. To make it easier to measure the influence of these variables, twelve indicators are used which are adopted from several theories such as behavioral theory, learning behavior, motivation 1 , and incentive theory. There are two research questions that will be answered in this study namely (1) To what extent do the students' intend to do their role for using OLF especially to use multimedia-based learning content with hidden assignments in it? And (2) What is the relationship between students' intention to do their role for using OLF, and the variables in the model that comprise incentive, curiosity, perceived enjoyment, perceived usefulness, perceived ease of use, behavioral intention, and actual use? This research applied a quantitative technique. The information will be gathered through lectures in various parts of Indonesia. To gain an understanding of the data and conduct a thorough analysis, it will be processed using structural equation modeling (PLS-SEM), a statistical model that is frequently used due to its speed, efficiency, and effectiveness. The expected outcome is to answer the research questions, validate the findings, and provide a recommendation for a better model to deal with the problems
Proceedings of the 1st Aceh Global Conference (AGC 2018)
E-learning is a popular teaching method in institutions of higher education including Universiti Teknologi MARA. This teaching method solves the problems of time, space, and cost in learning. Despite its importance and popularity, the usage of elearning is not fully utilized by the students. Due to that, the objective of this study is to assess the relationship between technology acceptance model (TAM) construct, technology characteristic, and intention behavior to use e-learning in Universiti Teknologi MARA, Pahang, Malaysia. A modified TAM was applied in this study. A questionnaire was adapted and used to gather information from 142 Bachelors' degree students. IBM SPSS (version 24) was used to analyze the data. The reliability, correlation, and regression analysis were applied on four variables, namely perceive ease of use, perceive usefulness, attitude toward using e-learning, and technology characteristic. The result shows that all the variables have significant influence towards the intention behavior to use e-learning. The technology characteristic is the variable that influences the most towards the intention to use e-learning. The result is expected to contribute to the university and academicians to improve e-learning system for students' benefits. In addition, this study hopes to contribute in literature as an effort to improve the usage of e-learning in institutions of higher education.
An extension of the technology acceptance model for online learning environments
Interactive Learning Environments, 2018
This study advances the understanding of the process by which students accept and use e-learning environments. This is a key aspect in studying the online behaviour of students, as it directly influences their conduct in their capacity as users of learning products. To address the lack of empirical data on the adoption of this type of learning environment, we present and validate a model of the phenomenon. The study considers the utilitarian aspects included in the technology acceptance model (TAM) and also an aspect of intrinsic motivation for an individual, flow, to enhancing the explanatory power of the models presented. Based on a sample of 2,574 students, structural equation modelling is used to test the model. We identify the effect of flow on perceived ease of use, perceived usefulness and on the actual usage of the e-learning environment, demonstrating the importance of this factor as a complement to the components of the TAM.
The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM), 2017
When combined, education and technology can build dynamic teaching and learning experiences that are tailored to developing and transforming the educators and learners needed to power the digital economy. For some reasons, however, there is still a big chunk of people especially students who aren’t ready yet to embrace the technological change in the field of education. This study aims to determine the factors affecting students’ e-learning technology acceptance particularly on Learning Management Systems (LMS) in the Filipino context. A conceptual model was proposed based on the Technology Acceptance Model (TAM) which was extended through the inclusion of Internet Connectivity Experience (ICE), Social Media Influence (SMI), Integrated Multimedia Instruction (IMI), System Interactivity (SI) and Perceived Quality Work of Life (PQWL) as additional predictor values. The constructs were determined according to the three-tier use model (3- TUM) which was characterized to explore users’ attitudes towards IT at three levels. The target population in this research was Filipino students from colleges that are considered as promoters of elearning integration in the educational sphere in the Philippines. The collected data from 629 Filipino college students were analyzed using structural equation modeling (SEM) technique based on AMOS methods. Finally, a path model was created to examine the relationships between the factors to explain students’ adoption of e-learning technology from the information systems acceptance point of view. As a result, it provided practical and technical implications applicable for local and global school environments that could help educational leaders, educational technologists, educators and learners in their development, implementation, and acceptance of e-learning technology like LMS.
2016
Due to the rapid growth of internet technology, universities and higher educational institutions around the world are investing heavily in web-based learning systems to support their traditional teaching and to improve their students' learning experience and performance. However, the success of an elearning system depends on the understanding of certain antecedent factors that influence the students' acceptance and usage of such e-learning systems. Previous research indicates that technology acceptance models and theories may not be applicable to all cultures as most of them have been developed in the context of developed countries and particularly in the U.S. So far little research has investigated the important role that social, cultural, organizational and individual factors may play in the use and adoption of the e-learning systems in the context of developing countries and more specifically there is almost absence of this type of research in Lebanon.
Journal of Computing in Higher Education
The concept of e-learning has now become fundamental in student learning process. This concept becomes even more relevant in situations of global crisis such as that arising from COVID-19. Since this pandemic there have been tectonic shifts in the education sector. Effective implementation of e-learning in higher education depends on students' adoption of this technology. So, this study aimed to identify the factors influencing the behavioral intentions and actual usage of students in adopting e-learning. Additionally, it also examined the mediation effects among different latent constructs. Based on technology acceptance model (TAM), an explanatory structural model of technology acceptance was tested along with introduction of three external variables. To do this, a quantitative investigation was conducted using an online survey of higher education students in India, obtaining 570 responses. The structural model was examined through the partial least square structural equation modeling. Results obtained make it possible to validate the proposed model as findings explains the 56.2% variance of actual usage. In addition, it shows the direct and indirect effect of all three selected external variables of personal innovativeness, social factors and self-efficacy on the main constructs of TAM. The findings of this study are relevant for the higher education management, administration, e-learning system developers, marketers and researchers for improving the effective usage of e-learning by developing more focused and customized learning solutions.