Enhancing e-learning Acceptance: An Empirical Examination on individual and system characteristics

Lee, Yi‐Hsuan; Hsiao, Chan; Hadi, Sutrisno

doi:10.5465/ambpp.2012.15828abstract

Cited by 7 publications

(6 citation statements)

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“…As suggested by Angela et al [36], the students perceive that the system is easier to use when they believe in their ability to use the system. Many previous studies also support that there is no effect of self-efficacy on perceived usefulness [42,30,27,36,31]. The finding suggests that the students' perception about the usefulness of the VLE do not directly relate to their ability to use the VLE system.…”

Section: Discussionmentioning

confidence: 78%

“…Olsson et al [29] define it as the subjective experience of a user resulting from the interaction with the technological artifact. Previous studies suggest that more the interactive experience individuals have in using the system or a technology, the easier and more useful it appears to them [30,31]. Therefore, the following hypothesis is proposed:…”

Section: Research Model and Hypothesismentioning

confidence: 99%

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The Acceptance and Use of the Virtual Learning Environment (VLE) in Higher Education: A Contextual Study of Royal University of Bhutan

Gautam

Sharma

Wangpo

et al. 2021

ARJASS

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Aims: The study was conducted to explore the factors that influence the acceptance of Moodle (VLE) among students and to study the behavioral intention of students to use VLE in Royal University of Bhutan (RUB) based on modified technology acceptance model (TAM). Study Design: This exploratory research incorporated a quantitative approach. Place and Duration of Study: The study was conducted in nine constituent colleges under Royal University of Bhutan (RUB) in the period of one year (2019-2020). Sample: A total of 384 samples were drawn from population size of 9590 students under RUB colleges proportionately by using Yamane (1967) formula of sample determination. Methodology: The research used the modified TAM model to study the factors that influence the acceptance of virtual learning environment (VLE) and the behavioral intention of students to use VLE. This study mainly used primary data collected through a self-report online questionnaire adopted from context-based literature. Results: The study observed that while the facilitating condition (FC) has a weak positive effect on perceived usefulness (PU) of VLE, the users’ experience (E) has a very strong positive influence over it. However, self-efficacy (SE) and subjective norms (SN) do not affect PU. Similarly, SE, E and SN have a positive effect on perceived ease of use (PEU), but the effect of SE is observed to be very strong. However, FC does not affect PEU. PEU has a very strong positive effect on PU, and both PEU and PU strongly affect the behavioral intention (BI) to use VLE. BI also has a strong positive affect on actual system use (SU). The study also observed that students in RUB demonstrate a high degree of behavioral intention to use VLE which appears to be a strong indicator of actual system use. Conclusion: The study concludes that the students’ experience in using VLE is comparatively more important determinant of perceived usefulness than the technical and infrastructural support that enables them to use VLE; the better the experience of using VLE the more useful it appears. Similarly, students’ ability and the perceive social pressure to use VLE do not influence the students’ perception about the usefulness of it. However, if students are confident in their ability to use VLE, it appears easy to them, and if they perceive VLE to be user friendly, they consider it very useful. Students intend to use VLE when they are convinced that the system is useful and easy to use.

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Section: Discussionmentioning

confidence: 78%

Section: Research Model and Hypothesismentioning

confidence: 99%

The Acceptance and Use of the Virtual Learning Environment (VLE) in Higher Education: A Contextual Study of Royal University of Bhutan

Gautam

Sharma

Wangpo

et al. 2021

ARJASS

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“…Mulai tahun 2000, fungsi teknologi informasi pada proses pembelajaran untuk mendorong proses pembelajaran daring mulai dikembangkan oleh perguruan tinggi. Di Indonesia, rancangan pembelajaran daring umumnya diimplementasikan di perguruan tinggi untuk membantu proses pembelajaran dan manajemen kemahasiswaan [5]. Kemunculan elearning tidak semata mempercepat proses transfer pengetahuan, namun dengan cara ini, aktivitas belajar mengajar beranjak dari model penyajian yang berfokus pada pengajar menjadi model pemberian yang berfokus pada siswa.…”

Section: Pendahuluanunclassified

Menilai Niat Perilaku Mahasiswa Untuk Menggunakan Ilias Sebagai Platform Pembelajaran Daring Menggunakan Model Utaut2

2021

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The use of e-learning in the learning process at Amikom Purwokerto University has been implemented since early 2019 by utilizing the ILIAS e-learning platform. The problem that arises is whether students are satisfied and intend to continue using the ILIAS platform for the online learning process during the pandemic period and afterwards where there are still many obstacles experienced by students during online lectures. This study aims to assess the behavioral intention of Amikom Purwokerto University students to use ILIAS as an online learning platform by adopting the UTAUT2 (Unified Theory of Acceptance and Use of Technology 2) model. Based on the results of hypothesis testing, it shows that each variable has a significant effect and has a significant impact on the use of ILIAS, this is evidenced by each hypothesis being accepted with a t-value> 1.96. Based on the t-value, the variable Performance Expectancy, Facilitating Condition and Habit is the variable with the highest t-value among the other variables, namely (PE -> BI = 16.8709), (FC -> UB = 13.4742) and (HB - > UB = 12.6896). This shows that these three variables have a high significant influence and impact on the use of ILIAS. In further research, it may be possible to consider the use of moderating variables such as age, gender, experience, and so on or add other variables such as Security and Information Quality.

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“…Kustomisasi materi pembelajaran, desain materi pembelajaran yang tepat, teknologi dan interoperabilitas desain dan desain antarmuka yang akurat dipahami sebagai tanggung jawab utama para desainer sistem e-Ketersediaan teknologi yang diperbarui (teknologi handal), desain materi pembelajaran yang tepat dan kepemimpinan yang menghargai pembelajaran digital adalah faktor utama keberhasilan untuk menyampaikan pembelajaran pada platform digital dengan kemudahan penggunaan dan otonomi untuk pelajar di era saat ini. Oleh karena itu, jelas bahwa kolaborasi para pemangku kepentingan dalam suatu organisasi adalah kunci untuk elearning yang efektif [11].…”

Section: E-learningunclassified

Analisis Gap Pada Metode Pembelajaran Berbasis Elektronik Terstruktur dan Tidak Terstruktur Untuk Mengetahui Tingkat Keberhasilan Penyampaian Materi Kuliah Kepada Mahasiswa

Mauladi¹,

Hutabarat

Bintana³

2021

justin

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Perkembangan Teknologi Informasi telah mendorong kemajuan di berbagai bidang. Dalam bidang pendidikan, contohnya penggunaan e-learningyang merupakan hasil integrasi teknologi dan pendidikan yang muncul sebagai media untuk pembelajaran yang menggunakan teknologi internet. Kebutuhan e-learning yang tak terbantahkan dalam pendidikan menyebabkan pertumbuhan yang besar dalam hal jumlah materi e-learning yang di-share dan sistem e-learning yang menawarkan berbagai jenis layanan. Ada 2 tipe e-learning, yaitu unstructured e-learning dan structured e-learning. Masing-masing tipe tersebut dibedakan menjadi dua bentuk berdasarkan faktor-faktor evaluasi kesuksesan suatu e-learning. Pesatnya penggunaan e-learning sebagai media pembelajaran, membuat kualitas sistem e-learning menjadi perhatian besar untuk memaksimalkan efektivitas sistem e-learning. Evaluasi kualitas sistem e-learning menjadi sangat penting dilakukan untuk memastikan dan mengetahui tingkat keberhasilan penyampaian materi melalui e-learning kepada para peserta didik, penggunaan e-learning yang efektif, dan dampak positif e-learning untuk peserta didik. Dua metode pembelajaran berbasis e-learning yang dilakukan, yaitu structured learning dengan user interface baik dan unstructured learning dengan user interface baik. Evaluasi dilakukan terhadap penyajian mata kuliah dengan dua metode pembelajaran berdasarkan hasil tes pemahaman materi. Hal ini dilakukan untuk melihat bagaimana pemahaman mahasiswa terhadap materi mata kuliah yang dibedakan atas dua kategori penyajian. Serta melakukan evaluasi kegunaan (usability) produk LMS UNJA. Diperoleh nilai rata-rata test akhir 78,15 untuk metode structured learning dan 69,19 untuk metode unstructured learning. Hasil evaluasi usability produk LMS UNJA, menyatakan secara keseluruhan, produk LMS UNJA secara usability sudah dapat diterima atau sudah layak, sesuai dengan rata-rata nilai usability produk yang diperoleh yaitu, 73,46.

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Enhancing e-learning Acceptance: An Empirical Examination on individual and system characteristics

Cited by 7 publications

References 0 publications

The Acceptance and Use of the Virtual Learning Environment (VLE) in Higher Education: A Contextual Study of Royal University of Bhutan

The Acceptance and Use of the Virtual Learning Environment (VLE) in Higher Education: A Contextual Study of Royal University of Bhutan

Menilai Niat Perilaku Mahasiswa Untuk Menggunakan Ilias Sebagai Platform Pembelajaran Daring Menggunakan Model Utaut2

Analisis Gap Pada Metode Pembelajaran Berbasis Elektronik Terstruktur dan Tidak Terstruktur Untuk Mengetahui Tingkat Keberhasilan Penyampaian Materi Kuliah Kepada Mahasiswa

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