The aim of this study is to assess e-learning acceptance by students, using data collected from 377 students at three public universities in Thailand. Using the Elearning Acceptance Measure (Teo, 2010b), participants gave their responses to 21 statements on three factors hypothesised to measure e-learning: tutor quality, perceived usefulness, and facilitating conditions. Results showed that university students in Thailand have an above average level of e-learning acceptance (mean=111.36 out of 147). Among the user domains, age and perceived competence correlated significantly with the factors in ElAM. Using MIMIC modelling, students' elearning acceptance was found to be significantly different by age and perceived competence. IntroductionIn many educational systems, technology integration has been regarded among the top priorities in policy making, budget planning, and curriculum development. At the same time, technology is recognised as one of the key drivers for the improvement of teaching and learning (Afshari, Bakar, Wong, Samah & Fooi, 2008;Wong, Atan & Sabudin, 2010), prompting governments to launch major initiatives and make considerable capital investments to build and maintain information communication technology (ICT) infrastructures in the schools (Moses, Khambari & Wong, 2008). In recent years, the Internet has not only fostered rapid access to information; it also facilitated changes in the nature of today's education (Wong, Ng, Nawawi & Tang, 2005). By harnessing network technologies and wireless devices, teaching and learning is allowed to take place within and beyond the traditional classroom environment via electronic learning or e-learning. Many institutions, instructors, and policy makers have taken advantage of the flexibility of online learning in order to cater to the needs of current and potential students at all levels of education, including those who were unable to attend traditional courses on campus (Cheung, 2005;Dawson, 2006;Johnson, et al., 2011).In many developing countries such as Thailand, students experience difficulties in their access to teachers and learning materials, and their exposures to learning resources are restricted to the locality where they are situated. In response to this Teo, Wong, Thammetar and Chattiwat 1357 situation, Thailand has focused most of its educational plans and policies on building ICT infrastructures and improving accessibility of ICT to teachers and students. According to the Southeast Asian Ministers of Education Organization (2010), these developments are important to reduce the rural-urban gap in education, by bridging the different level of access to ICT infrastructure, auguring well for the advancement of e-learning in the country (Southeast Asian Ministers of Education Organization, 2010).Many higher institutions of learning around the world are aggressively offering online courses, taking advantage of the rapid development of the Internet technology (Yee, Wong, Mohamad Ayub & Mahmud, 2009). To overcome constraints in teaching and lear...

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In the recent movement towards smart societies, smart governments supported by GovTech and smart cities developed through Civic Tech have become known as dominant structures enabled by information and communications technology. Since GovTech and Civic Tech share the goal of giving citizens better and safer lives through their engagement with government and technology, the development of online public services is characterized by the use of collaborative production methods involving various stakeholders and players. Open data, collaboration, and systematic teamwork are key to understanding this production of heterarchical structures. This study reviews previous cases of collaboration between GovTech and Civic Tech, identifies the dominant mechanisms of the smart society, and summarizes existing pedagogical and industrial theoretical systems, mindsets, and skillsets with the aim of developing content for a university course. Double loop learning, design thinking, the Agile methodology, and the lean principle are identified as theoretical systems. Our findings are arranged so that they can be applied in the content of a university-level educational technology course, which we designed to develop students’ transformative competencies to enable them to become active citizens. In addition, we compared the processes involved in observed theoretical systems and conventional pedagogical theories to clarify the differences in their mechanisms. We conclude with a discussion of the need to recognize frameworks of different paradigms to prepare students for transformative social activities.

This study surveys the e-learning acceptance of university students in Thailand. One thousand nine hundred and eighty-one (1,981) participants completed the E-Learning Acceptance Measure (Teo, 2010) which measures three constructs that predict e-learning acceptance (tutor quality, perceived usefulness, and facilitating conditions). Data analysis was performed using structural equation modeling (SEM). The results of this study showed that the three constructs were significant predictors of e-learning acceptance. Further analysis with MIMIC (multiple indicators, multiple causes) modeling revealed that university students' e-learning acceptance was significantly different by age and perceived technology competence. Younger students and those who perceived themselves to be technologically more competent reported a higher level of e-learning acceptance than older students and those who perceived themselves as less competent in using technology.