Articles in French - II: E-Learning Adoption Determinants: A Modified Technology Acceptance Model

Abstract

E-learning has considerable financial, social and organisational advantages. However, elearning use among professional workplaces remains limited comparing to traditional methods. This raises the problem of factors influencing the adoption of e-learning among human resource management practices. This paper tries to identify and test determinants of e-learning use by workers. Technology adoption theories developed in information system researches offer a conceptual framework to apprehend key factors that influence workers' intention to use e-learning. Empirical study conducted on 350 Tunisian employees suggests the importance of their perceptions of usefulness, ease of use and computer self-efficacy judgments as key determinants of e-learning acceptance. Theoretical and Managerial implications for researchers and human resource managers are derived from the results of this research.

Explaining university students’ effective use of e‐learning platforms

“…Insofar as effectively using a technological tool tends to be a more complex and effortful behavior than simply using the technology, the individual's intention to engage in such behavior should depend more strongly on how positive his/her beliefs about its consequences are and how favorably he/she evaluates the outcomes (Davis et al ., ). Results in the context of CDL indicate that attitude towards LMS usage has a positive effect on intention to use the system (e.g., Hernandez et al ., ; Jawadi & El Akremi, ). Therefore:

H1: Attitude towards the LMS (AT) has a direct positive influence on IEU

…”

“…The availability of FC would reduce the cognitive effort required from users to interact with a given ICT tool, thereby increasing their perception of the system's ease of use. The same reasoning applies to the context of CDL, as empirical results have indicated (Bhuasiri et al ., ; Jawadi & El Akremi, ; Martins & Kellermanns, ). Although empirical results are not conclusive yet (Al‐Gahtani, Hubona, & Wang, ; McGill & Klobas, ), we propose:

H12: The availability of FC has a direct positive influence on PEOU

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The prod of on-site course inflexibility

“…Other studies refer to online or web learning where contours are even less clearly defined (Chang and Tung, 2008;Jawad, and El Akremi, 2006;Ngai et al, 2007;Pituch and Lee, 2006;Raaij and Schepers, 2008;Selim, 2003;Henderson and Stewart, 2007;Teo, 2009;Drennan et al, 2005;Gao, 2005;Grandon et al, 2005). In most of these studies, higher education was the terrain for investigation, except for a few studies concerned with employees (Jawadi and El Akremi, 2006;Ong et al, 2004).…”

“…Most researchers did not provide details as to the design of the learning setup they studied, most probably because they did not think this relevant to the understanding of the variables at issue. In effect, most of these researchers ventured to demonstrate that some external variables linked to personal characteristics such as perceived self-efficacy (Park, 2009;Pituch and Lee, 2006;Ong et al, 2004;Teo, 2009;Yi and Hwang, 2003;Grandon et al, 2005), pleasure using technologies (Lee et al, 2009;Yi and Hwang, 2003;Sanchez-Franco, 2010) or the experience of using them (Jawadi and El Akremi, 2006;Pituch and Lee, 2006;Martins and Kellermanns, 2004), were considered likely to affect PEOU and PU, to explain either the intention, or the actual use, of online courses. In other studies, external variables particular to the course design were thought to likely have a similar effect.…”

“…Some studies that questioned learners' attitudes toward using online courses examined effect on behavioural intention (Chang and Tung, 2008;Jawadi and El Akremi, 2006;Park, 2009;Pituch and Lee, 2006;Ong et al, 2004;Sanchez-Franco, 2010;Teo, 2009;Gao, 2005;Grandon et al, 2005). In other studies what was sought was to measure actual usage as predicted by attitude toward using the online technology.…”