Acceptance of E-Learning among Undergraduates of Computing Degrees in Sri Lanka

Abstract

E-learning has become a most popular learning approach of higher education in Sri Lanka, due to the advancements of Information Technology. This study focused on the undergraduates' acceptance of elearning as an effective tool. The successfulness of implementing e-learning requires the understanding of end-user acceptance process. Therefore, this study focused on investigating the acceptance of e-learning approach among undergraduates in Western Province, Sri Lanka. The aim of this research was to provide a set of factors to be considered when an E-learning activity is planned and proposed to E-learners in universities of Sri Lanka. The Technology Acceptance Model which was modified by including some factors was used as the basic framework of this study which was suitable for achieving the objectives of the research. This study was based on total sample of 209 students who are following Computing degrees in the universities located in Western Province, Sri Lanka. The results of this study suggested that university students tend to focus more on perceived ease of use on e-learning and the students' attitude has more influence on intention to use elearning. So it could be concluded that providing more technological facilities with infrastructure would increase the positive attitude towards using e-learning among university students and behavioral intention to use.

Expanding the functionality of learning management systems and analysis of the implementation results

“…According to the results of implementation, as well as test and industrial operation, a survey is conducted among users of the schedule subsystem (administration of educational institutions, teachers and teachers, metho dologists -only 62 representatives, see the methodology in [19][20][21]), which shows:…”

Analyses of Impacting Factors of ICT in Education Management: Case Study

“…Key emerging messages [1][2][3][4][5][6][7][8] include the following: the importance of ICT to society and to future prospects is clear within the educational literature, but the real significance of this for educational management has yet to be seen within this research study. The educational management literature is beginning to indicate that attitudes towards ICT are shifting, and often significantly, which is likely to have a major impact upon ICT and school management.…”

“…The educational management literature is beginning to indicate that attitudes towards ICT are shifting, and often significantly, which is likely to have a major impact upon ICT and school management. The importance of communication systems for education is being highlighted within the literature increasingly [10][11][12][13][14][15], but the personnel effects of this outcome are not yet being studied to any great extent [5], and it would appear to be difficult to find case study examples from which to extrapolate at this present time. Messages arising from the general management and management of change literature appear to be relevant and pertinent within the educational, and ICT and management, areas, but there are a number of key access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience";…”

“…According to the teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centers on the integrated use of ICT within the learning [5] and teaching process. When resources become used within homes and schools to the extent that is now happening [9], for example, it is unclear where responsibilities might lie, or where educational activity begins or ends.…”

An Application of Information Seeking Anxiety Scale to a University Library: A Case Study at University of Peradeniya, Sri Lanka

“…Feasibly Kuhlthau, 1993 identified the various emotions experienced by searchers while learning and seeking information. Moreover, several types of academic-related anxiety have been studied; library anxiety (Mellon 1986;Jiao & Onwuegbuzie 2004;Jiao, Onwuegbuzie & Bostick 2006;Jiao, Onwuegbuzie & Waytowich 2008;Ahmed & Aziz, 2017), research anxiety (Onwuegbuzie 1997;Kracker 2002), computer anxiety Jerabek, Meyer & Cordinak 2001;Jiao & Onwuegbuzie 2004;Abusin & Zainab 2010;Vidanagama, 2016), self-efficacy and anxiety (Khorrami-Arani, 2001;Durndell & Haag, 2002;Eastin & LaRose, 2002;Thatcher & Perrewe, 2002;Barbeite & Weiss, 2004;Sam, Othman & Nordine et al, 2005;Shu, Tu, & Wang, 2011;Hauser, Paul, & Bradley, 2012;Hindagolla, 2014;Shu et al, 2015;Yerdelen, McCaffrey, & Klassen, 2016;Huerta, Goodson, Beigi, & Chlup, 2017;Roick & Ringeisen, 2017) and trait anxiety (Thatcher & perrewe, 2002;Shaikh, & Karjaluoto, 2015). Kuhlthau, 1993 mentioned that people felt indecision and apprehension when commencing the task, but felt most confused, However, of all the forms of anxiety, frustration associated with the search for information in library or electronic resources appear to be among the most widespread, most likely because practically most, if not all, students are bound to find information at some point in their programs of study (Onwuegbuzie & Jiao, 2004;Williams, Slade, & Dwivedi, 2014).…”