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University teachers are the main players when it comes to integrating e-learning systems into higher education institutions. Prior studies have identified four main antecedents that explain teachers’ technology acceptance in the educational context: (a) subjective norms (SN), (b) technological complexity (TC), (c) constructivist beliefs (CB), and (d) motivation for instrumental use (MOT). In this study, we proposed and tested the dual roles of MOT, one as a causal variable and the other as a mediating variable, to explain university teachers’ acceptance of e-learning systems. To test the research model, we collected data from 174 teachers at a large public university in Malaysia using a self-administered survey. Our study shows that MOT mediates the direct effects of SN, TC, and CB on perceived ease of use (PEOU), perceived usefulness (PU), and behavioural intention (BI). This study offers important policy insight for university administrators who seek to enhance acceptance of e-learning systems among university teachers.

The underutilization of e-learning among university lecturers is an important issue that needs to be resolved. This study aimed to formulate an e-learning postadoption model for Malaysian universities. Data were collected using self-administered questionnaires involving 36 e-learning experts who from lecturers in public and private universities in Malaysia. The data collected was then analyzed using the extent analysis method proposed by Chang ( European Journal of Operational Research, 95 (3), 649–655, 1996 ) to examine the weights and rankings of the factors and subfactors. This study showed that for e-learning postadoption, the most important factor is institution service quality, followed by system quality, content quality, instructors' characteristics, and learners' characteristics. This study extends the information systems success model into the e-learning postadoption context. In particular, this study offered insights concerning the dependencies among the factors in the model within the Malaysian university context. The findings are useful for the long-range strategic management of university administrators, and the model can be adopted as a reference to form a rating system to analyze e-learning postadoption. University administrators can analyze critical factors that increase e-learning’s post adoption and lead to more efficient resource allocation and management of e-learning.

Information and communication technologies allow the transmission of audio and video signals in real time, making meetings and interactions with people in remote locations a possibility. For institutions offering education in multiple geographic locations there is a real opportunity to interact with students in a virtual teaching space that supplies text, audio and visual cues. However, technological capability can outstrip availability and adoption. This chapter considers the psychological factors influencing usability and user acceptance of educational technology and associated implications for learning and evaluation. Preference for and effort devoted to educational media may be a function of personality. Preference for online or text-based education may be a function of introversion, and time spent away from study may indicate extraversion or procrastination. Using student surveys, willingness to engage in videoconferencing or to use mobile phones to support teaching and learning was explored. Within an ergonomic framework the authors detail human factors relevant to the use of videoconferencing and mobile phones to support lectures to remote locations.