An Empirical Investigation into Examination of Factors Influencing University Students’ Behavior towards Elearning Acceptance Using SEM Approach

Kurdi, Barween Al; Alshurideh, Muhammad; Salloum, Said A.; Obeidat, Zaid Mohammad; Al-dweeri, Rami Mohammad

doi:10.3991/ijim.v14i02.11115

Cited by 136 publications

(100 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…First, as the research is an extension of a current theory, PLS-SEM was considered the best option [17]. Second, the complex models within exploratory research can be effectively tackled with the help of PLS-SEM [18]. Third, PLS-SEM analyzes a complete model as a single unit, so there is no need to divide it [19].…”

Section: Discussionmentioning

confidence: 99%

“…Past studies have focused on the importance of e-learning and its implementation all over the world; some have focused on the continuous use of e-learning [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] and some on the effect of either teachers' or students' attitudes towards e-learning [20][21][22][23][24][25][26]. In other words, no studies have put forward the implementation of two models that focus on how the perceived interactivity of education technology influences teachers' and students' perceptions and urges them to continue using the technology.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

View full text Add to dashboard Cite

During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

View full text Add to dashboard Cite

show abstract

“…These platforms are gaining in popularity because it is very easy to access them at any time [14]. In addition to examination platforms, mobile applications can be used for multiple other purposes, such as paper assessment, knowledge sharing, voting, and student registration [15,16].…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting the Use of Smart Mobile Examination Platforms by Universities’ Postgraduate Students during the COVID-19 Pandemic: An Empirical Study

et al. 2021

Self Cite

View full text Add to dashboard Cite

Recent years have seen an increasingly widespread use of online learning technologies. This has prompted universities to make huge investments in technology to augment their position in the face of extensive competition and to enhance their students’ learning experience and efficiency. Numerous studies have been carried out regarding the use of online and mobile phone learning platforms. However, there are very few studies focusing on how university students will accept and adopt smartphones as a new platform for taking examinations. Many reasons, but most recently and importantly the COVID-19 pandemic, have prompted educational institutions to move toward using both online and mobile learning techniques. This study is a pioneer in examining the intention to use mobile exam platforms and the prerequisites of such intention. The purpose of this study is to expand the Technology Acceptance Model (TAM) by including four additional constructs: namely, content quality, service quality, information quality, and system quality. A self-survey method was prepared and carried out to obtain the necessary basic data. In total, 566 students from universities in the United Arab Emirates took part in this survey. Smart PLS was used to test the study constructs and the structural model. Results showed that all study hypotheses are supported and confirmed the effect of the TAM extension factors within the UAE higher education setting. These outcomes suggest that the policymakers and education developers should consider mobile exam platforms as a new assessment platform and a possible technological solution, especially when considering the distance learning concept. It is good to bear in mind that this study is initial and designed to explore using smartphones as a new platform for student examinations. Furthermore, mixed-method research is needed to check the effectiveness and the suitability of using the examination platforms, especially for postgraduate higher educational levels.

show abstract

“…The use of world wide web (WWW) has expanded to a large extent in the previous two decades, because of which investments are being made by universities and other educational institutes in information systems (like Moodle and Blackboard), which endorse face-to-face [1][2][3] as well remote course delivery [4][5][6]. Even though the internet is viewed as a global technology, it is important to measure the effectiveness of these tools at the domestic level because users are typically employed in local/national contexts [7].…”

Section: Introductionmentioning

confidence: 99%

Investigating a theoretical framework for e-learning technology acceptance

Kurdi

Alshurideh

Salloum

2020

IJECE

Self Cite

131

View full text Add to dashboard Cite

E-learning has gained recognition and fame in delivering and distributing educational resources, and the same has become possible with the occurrence of Internet and Web technologies. The research seeks to determine the factors that influence students' acceptance of E-learning and to find out the way these factors determine the students' intention to employ E-learning. A theoretical framework was developed based on the technology acceptance model (TAM). To obtain information from the 270 university students who utilized the E-learning system, a questionnaire was formulated. The results revealed that “social influence, perceived enjoyment, self-efficacy, perceived usefulness, and perceived ease of use” are the strongest and most important predictors in the intention of and students towards E-learning systems. The outcomes offer practical implications for practitioners, lawmakers, and developers in effective E-learning systems implementation to improve ongoing interests and activities of university students in a virtual E-learning atmosphere, valuable recommendations for E-learning practices are given by the research findings, and these may turn out to be as guidelines for the efficient design of E-learning systems.

show abstract

An Empirical Investigation into Examination of Factors Influencing University Students’ Behavior towards Elearning Acceptance Using SEM Approach

Cited by 136 publications

References 36 publications

The Continuous Intention to Use E-Learning, from Two Different Perspectives

The Continuous Intention to Use E-Learning, from Two Different Perspectives

Factors Affecting the Use of Smart Mobile Examination Platforms by Universities’ Postgraduate Students during the COVID-19 Pandemic: An Empirical Study

Investigating a theoretical framework for e-learning technology acceptance

Contact Info

Product

Resources

About