Hybrid E‐Learning Acceptance Model: Learner Perceptions

Abstract

E-learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a "hybrid" e-learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e-learning by learners and the factors affecting the learners' satisfaction with these tools. This study assesses hybrid e-learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners' acceptance of hybrid e-learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners' decision to accept hybrid e-learning was empirically examined. The results show that all three factors significantly and directly impacted the learners' acceptance of hybrid e-learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e-learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described.

Implications of E-learning systems and self-efficiency on students outcomes: a model approach

“…The e-learning systems literature has accumulated a considerable body of literature over the past decade [1,7,8]. Nevertheless, little empirical research exists to understand the relationships among e-learning systems quality, the quality of information produced by e-learning systems and e-learning systems outcomes.…”

“…To achieve the goal, an increasing number of empirical studies have been conducted over the past decades to address the issue of what antecedent variables affect students' satisfaction and learning outcomes and to examine potential predictors of e-learning outcomes [1,2]. A primary theme of e-learning systems research has been empirical studies of the effects of information technology, instructional strategies, and psychological processes of students and instructors on the student satisfaction and e-learning outcomes in university online education.…”

A Global Model for Effective Use and Evaluation of e-Learning in Health

“…Defined as the delivery of training or CPD material via electronic media (including Internet, CD-ROM, DVD, smartphones, and other media), 10 e-learning has become an increasingly significant aspect of healthcare education programs since the 1990s, 11,12 in line with the growth of ''e-health'' more generally. 13 For the purposes of this work e-learning includes any form of training for lay persons, trainees, or health professionals.…”

“…Electronic-only learning, likewise, is easier to carry out for individual learners, but blended learning is widely considered to provide a more positive and interactive learning experience because it retains the benefits of traditional face-to-face instruction and engagement while capturing some of the benefits of electronic-only learning (i.e., in the electronic components of the blended course). 10 …”

An empirical examination of individual and system characteristics on enhancing e-learning acceptance

“…For instance, students' perception and attitude toward the LMS, including the design of interface, the communication capabilities of the learning system, and media support, need to be examined since technological advances offer rich learning possibilities which may affect the learners' adoption behaviour (Tselios, Daskalakis & Papadopoulou, 2011). As derived related works examining acceptance of e-learning, the instructor's attitude towards technology (IMS) may influence the use of the type and quality of information technology (Ruiz-Mercader, Merono-Cerdan, & Sabater-Sanchez, 2006;Saadé, Nebebe & Tan, 2007;Ahmed, 2010). Thus, deep understanding of such issues is required in order to provide a clear understanding of how IMS influences learners' acceptance of e-learning.…”