An Enhanced Technology Acceptance Model for E-Learning Systems in High-Tech Companies in Taiwan: Analyzed by Structural Equation Modeling

Hsia, Jung-Wen; Tseng, Ai-Hua

doi:10.1109/cw.2008.46

Cited by 23 publications

(37 citation statements)

References 12 publications

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“…According to [105], perceived usefulness (PU) will affect their intention to directly or indirectly agree to and adjust to the E-learning system. In the previous, it has been found that perceived usefulness (PU) has a significant positive relationship with the intention to use the E-learning system (BI) [57,70,83,84,88,90,96,[100][101][102][103][104]. This research puts forward the hypotheses given below, in accordance with the given literature, in addition to presenting a significant positive association between BI, PU, and PEOU.…”

Section: Core Tam Constructs"supporting

confidence: 78%

“…The user's perspective regarding the ease of understanding helps to a large extent in identifying the potency and the extent to which the user exhibits adaption to new technology [53,99]." It was shown in a previous study that perceived ease of use (PEOU) has a significant influence on the perceived usefulness [57,70,83,84,88,90,[100][101][102][103][104]. Several studies have been carried out in the past that claim that there is a positive association between the perceived ease of use (PEOU) and the behavioral intention to use E-learning system (BI), direct as well indirect [57,70,83,84,88,90,[100][101][102][103][104].…”

Section: Core Tam Constructs"mentioning

confidence: 99%

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Investigating a theoretical framework for e-learning technology acceptance

Kurdi

Alshurideh

Salloum

2020

IJECE

131

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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.

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Section: Core Tam Constructs"supporting

confidence: 78%

Section: Core Tam Constructs"mentioning

confidence: 99%

Investigating a theoretical framework for e-learning technology acceptance

Kurdi

Alshurideh

Salloum

2020

IJECE

131

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Section: System Flexibilitymentioning

confidence: 99%

“…Many scholars introduced the perceived flexibility as one of the critical factors to understand user"s behavioral acceptance of e-learning system [12], [17], [11], [15]. Flexibility of e-learning system was defined as the degree to which individual believes that he/she can access the system from anywhere at any time [12]. Adapting this construct to examine the acceptance of web based training system by public sector"s employees suggests that they will accept web based training system if they believe that they can access the system from anywhere at any time.…”

Section: System Flexibilitymentioning

confidence: 99%

Factors Affecting Acceptance of Web-Based Training System: Using Extended Utaut and Structural Equation Modeling

Alrawashdeh¹,

Muhairat²,

Alqatawnah³

2012

IJCSEIT

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Advancement in information system leads organizations to apply e-learning system to train their employees in order to enhance its performance. In this respect, applying web based training will enable the organization to train their employees quickly, efficiently and effectively anywhere at any time. This research aims to extend Unified Theory of Acceptance and Use Technology (UTAUT) using some factors such flexibility of web based training system, system interactivity and system enjoyment, in order to explain the employees' intention to use web based training system. A total of 290 employees have participated in this study. The findings of the study revealed that performance expectancy, facilitating conditions, social influence and system flexibility have direct effect on the employees' intention to use web based training system, while effort expectancy, system enjoyment and system interactivity have indirect effect on employees' intention to use the system. KEYWORDSUTAUT, structural equation modeling, system enjoyment, system flexibility and system interactivity

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“…Tselios, Altanopoulou and Katsanos (2011), critique that TAM fail to reach 40% of variance in students' behavioural intentions in educational contexts. Hsia (2007) mentions that perceived usefulness and perceived ease of use cannot fully explain a students' motivation to use e-learning system. Rigopoulou, Chaniotakis, and Kehagias (2017) critique that the traditional TAM has the tendency to "reach its limits" in explaining behavioural intentions, and the expansion of other constructs can further enrich and enhance its predictive ability.…”

Section: Problem Statementmentioning

confidence: 99%

Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM)

Ong

2019

JER

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The usage of Learning Management System (LMS) conducted in Blended Learning style is believed to increase students' academic performance and their self-directed learning. Nonetheless, the success of students' behavioural intention to use these e-learning platforms still remains unclear due to factors like self-directed learning, computer self-efficacy, satisfaction and perceived enjoyment and ESL. This preliminary study aims to incorporate factors that impact students' self-directed learning of English language in achieving behavioural intention to use LMS with an extended model namely, SDLTAM, generalised for the Malaysian educational institutions. The original Technology Acceptance Model 1 by Davis (1989) was used as a theoretical framework of this study. However, the last variable Actual Use was excluded in this study. A sample of 338 respondents from both private and public universities in Malaysia took part in the 48-items survey. The data were analysed through Structural Equation Modelling through SPSS AMOS 24. The SEM AMOS revealed that the factors were found to moderately fit into the proposed model. This could be misspecification within the model and some items within a factor were more correlated to each other than others.Penggunaan 'Learning Management System' (LMS) yang dilakukan dalam 'blended learning' diyakini dapat meningkatkan kemampuan akademik siswa dan 'self-directed learning' mereka. Namun keberhasilan siswa dalam menggunakan platform 'e-learning' masih belum jelas karena berbagai factor seperti self-directed learning, computer selfefficacy, kepuasan dan persepsi. Penelitian ini bertujuan menggabungkan factor-faktor yang mempengaruhi self-directed learning siswa untuk mencapai perilaku yang diharapkan dalam penggunaam LMS dengan model perluasan, yaitu SDLTAM, yang secara umum digunakan pada institusi pendidikan di Malaysia. 'Technology Acceptance Model 1' dari Davis (1989) digunakan sebagai kerangka teori penelitian ini, tetapi variabel akhir 'Actual Use' dikeluarkan dari penelitian ini. Sebanyak 338 responden dari universitas negeri dan swasta di Malaysia berpartisipasi dalam penelitian yang menjawab survey yang terdiri dari 48 item. Data dianalisa menggunakan 'Structural Equation Modelling SPSS AMOS 24.' Hasilnya menunjukan bahwa factor-faktor yang ditemukan cocok dengan model yang ditawarkan.

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An Enhanced Technology Acceptance Model for E-Learning Systems in High-Tech Companies in Taiwan: Analyzed by Structural Equation Modeling

Cited by 23 publications

References 12 publications

Investigating a theoretical framework for e-learning technology acceptance

Investigating a theoretical framework for e-learning technology acceptance

Factors Affecting Acceptance of Web-Based Training System: Using Extended Utaut and Structural Equation Modeling

Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM)

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