Effects of using E-learning system on learning outcomes of students in Can Tho University (original) (raw)
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One of the important revolutionary tools widely used and globally implemented by educational institutes and universities is none other than the electronic learning (E-learning system). The aim of this system is to deliver education. As a result, the users of an E-learning system can have enormous benefits. The developed countries are successfully implementing the E-learning system besides realization of its massive benefits. On the contrary, the developing countries have failed, either fully or partially, to implement the E-learning system. A main reason is that those countries do not have an absolute utilization and considered below the satisfactory level. For instance, in United Arab Emirate, one of the developing countries, a growing number of universities are investing for many years in E-learning systems in order to enhance the quality of student education. However, their utilization among students has not fulfilled the satisfactory level. Imagine the evidence that the behavior of user is mainly required for the successful use of these web-based tools, investigating the unified theory of acceptance and use of technology (UTAUT) of E-learning system used in practical education is the basic aim of this research study. A survey on E-learning usage among 280 students was conducted and by using the given responses, the assumptions of the research resulting from this model have been practically validated. The partial least square method was employed to examine these responses. In predicting a student's intention to use E-learning, the UTAUT model was strongly corroborated by the obtained results. In addition, the findings reveal that all important factors of behavioral intention to use E-learning system were reportedly found as the social influence, performance expectancy and facilitating conditions of learning. Remarkably, a significant impact on student intention towards E-learning system was not suggested by the effort expectancy. Consequently, The three key factors leading to successful E-Learning system are thought to be the good perception and encouraging university policy.
E-Learning Acceptance Analysis Using Technology Acceptance Model (Tam) (Case Study: Stmik Mikroskil)
2018
E-learning system is one of technology that can increase the competitiveness of STMIK Mikroskil. E-learning system usage will be less than optimal if students refuse or cannot use the system. Therefore, an understanding of student acceptance behavior toward the system is also important in order to improve online learning environment. This study measures the acceptance of e-learning system using the extended Technology Acceptance Model (TAM). This study aims to determine the relationship between self-efficacy, subjective norm, and experience as exogenous constructs to perceived ease of use and perceived usefulness as endogenous construct followed by testing to determine the relationship between perceived ease of use and perceived usefulness toward behavioral intention to use on e-learning system usage in STMIK Mikroskil Medan. Questionnaire data was collected from 354 active students and analyzed with structural equation modeling (SEM) using AMOS 24. The result of this study showed t...
Technology acceptance model and E-learning
2007
The technology acceptance model (TAM) proposes that perceived ease of use and perceived usefulness predict applications usage. The study-in-progress investigated TAM for work-related tasks with the e-learning, and used TAM as a basis for hypothesizing the effects of such variables on the use of e-learning as the application. Elearning has become an increasingly popular learning approach in higher education institutions due to the rapid growth of Internet technologies in Malaysia. It has been integrated in many university programs, and is one of the new learning trends that challenge the banking concept of education (i.e. assumes that the instructor or teacher owns the knowledge and deposits it into the students who attend the class). E-learning is not intended to replace the traditional classroom setting, but to provide new opportunities for interaction and communication between students and instructor or teacher. This study focuses on the individual users' acceptance investigation for the elearning in universities as an effective learning tool. It develops a technology usage model for the e-learning .The contributions of this study are three fold. First, this study may help identify whether learners or users would like to accept e-learning or vice versa. Second, this study will help to determine what are the factors that significant in explaining the intention towards e-learning. An attempt is made whether attitudinal belief such as perceived ease of use and perceived usefulness has relationship towards the e-learning adoption. Third, this study is among the first to use the technology acceptance model in the context of e-learning.
Factors affecting the e-learning outcomes: an integration of TAM and IS success model
The purpose of this paper is to examine an integrated model of TAM and IS success model to explore the effects of quality features, perceived ease of use, perceived usefulness on users’ intentions and satisfaction and their effects on e-learning outcomes such as actual use and perceived learning assistance, alongside the mediating effect of usability towards use of e-learning in Iran. Based on the e-learning user data collected through a survey, structural equations modeling (SEM) and path analysis were employed to test the research model. The results revealed that “intention” and “user satisfaction” both had positive effects on actual use of e-learning. “System quality” and “information quality” were found to be the primary factors driving users’ intentions and satisfaction towards use of e-learning. E-learning outcomes such as actual use and perceived learning assistance were positively predicted by satisfaction and intention. At last, “perceived usefulness” mediated the relationship between ease of use and users’ intentions. The sample consisted of e-learning users of four public universities in Iran. Past studies have seldom examined an integrated model in the context of e-learning in developing countries. Moreover, this paper tries to provide a literature review of recent published studies in the field of e-learning.
Measurement of Technology Acceptance Model (TAM) in Using E-Learning in Higher Education
Jurnal Teknologi Informasi dan Pendidikan
Information and Communication Technology (ICT) growth triggers various educational institutions, especially universities, to use technology in their learning. The learning model with ICT is known as e-learning which is designed using a Learning Management System (LMS). Ahmad Dahlan University (UAD) has been using e-learning since 2009. Currently, an e-learning system is very much needed in the online learning process. The UAD e-learning development team developed a new e-learning system to overcome distance education during the pandemic. This study was carried out to measure TAM in the use of UAD's new e-learning. The factors used are based on previous research using two primary factors from TAM, namely perceived usefulness and perceived ease of use by adding other aspects (1) instructor characteristic, (2) habit, (3) computer self-efficacy, and (4) system quality. The number of samples was determined using the slovin method with the results of 86 people, and the technique of de...
An empirical examination of individual and system characteristics on enhancing e-learning acceptance
Australasian Journal of Educational Technology, 2014
Due to the continued prevalence of e-learning underutilization in Indonesia's higher education context, this study empirically examines individual and system characteristics believed to influence students' acceptance of e-learning systems. The proposed research model is developed to examine the influence of five characteristics of the Technology Acceptance Model using the Structural Equation Modelling technique. This study found that both individual characteristics, computer self-efficacy and internet self-efficacy, play an important role, indirectly affecting perceived intention to use e-learning. The system characteristics including learning content and technology accessibility have been found to significantly influence learners' acceptance behaviours. Both perceived ease of use and perceived usefulness were found to be significant predictors of perceived intention to use. Additionally, perceived usefulness was found to have more predictive power than perceived ease of use on behavioural intention to use. This study contributes to a better understanding of how to enhance e-learning acceptance through improvement in individual and system characteristics.
International Journal of Information and Education Technology, 2013
A number of studies have shown that e-learning implementation is not simply a technological solution, but a process of many different factors such as social and behavioural contexts. Yet little is known about the important rule of such factors in technology adoption and use in the context of developing countries such as Lebanon. Therefore, the main objective of our study is to empirically validate an extended Technology Acceptance Model (TAM) (to include Social Norms and Quality of Work Life constructs) in the Lebanese context. A quantitative methodology approach was adopted in this study. To test the hypothesized research model, data were collected from 569 undergraduate and postgraduate students studying in Lebanon via questionnaire. The collected data were analysed using structural equation modeling (SEM) technique based on AMOS methods and in conjunction with multi-group analysis. As hypothesized, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEU), social norms (SN) and Quality of Work life (QWL) to be significant determinants of students' behavioral intention (BI). This provides support for the applicability of the extended TAM in the Lebanese context. Implications to both theory and practice of this study are discussed at the end of the paper.
International Journal of Web-Based Learning and Teaching Technologies, 2014
The study aimed at investigating the influence of E-learning Self- Efficacy (ELSE) on the acceptance of e-learning by using the Technology Acceptance Model (TAM). According to the TAM which used as the theoretical basis, both of the Perceived Usefulness (PU) and the Perceived Ease of Use (PEOU) influence directly the end user's Behavioral Intention (BI) to accept a technology. A survey was used to collect information about the perceptions of Al-Aqsa university students. Collected data was analyzed using the regression equation by SPSS. A structured questionnaire was used to obtain responses from (592) students who took the e-courses of the “instructional technology, research methods, measurement and evaluation”. The most significant results of the study showed that Al-Aqsa university students have high levels of acceptance and Self-Efficacy toward E-Learning representing a rate above 75%. Furthermore, there are positive and significant relationships between dependence and indepe...
iJIM, 2020
There are several reasons why most of the universities implement E-learning. The extent of E-learning programs is being offered by the higher educational institutes in the UAE are evidently expanding. However, very few studies have been carried out to validate the process of how E-learning is being accepted and employed by university students. The study involved a sample of 365 university students. To describe the acceptance process, the Structural Equation Modeling (SEM) method was used. On the basis of the technology acceptance model (TAM), the standard structural model that in
IEEE Access
Extending the Technology Acceptance Model (TAM) for studying the e-learning acceptance is not a new research topic, and it has been tackled by many scholars. However, the development of a comprehensive TAM that could be able to examine the e-learning acceptance under any circumstances is regarded to be an essential research direction. To identify the most widely used external factors of the TAM concerning the e-learning acceptance, a literature review comprising of 120 significant published studies from the last twelve years was conducted. The review analysis indicated that computer self-efficacy, subjective/social norm, perceived enjoyment, system quality, information quality, content quality, accessibility, and computer playfulness were the most common external factors of TAM. Accordingly, the TAM has been extended by the aforementioned factors to examine the students' acceptance of e-learning in five different universities in the United Arab of Emirates (UAE). A total of 435 students participated in the study. The results indicated that system quality, computer self-efficacy, and computer playfulness have a significant impact on perceived ease of use of e-learning system. Furthermore, information quality, perceived enjoyment, and accessibility were found to have a positive influence on perceived ease of use and perceived usefulness of e-learning system.