Leading to Intention: The Role of Attitude in Relation to Technology Acceptance Model in E-Learning

Hussein, Zuhal

doi:10.1016/j.procs.2017.01.196

Cited by 197 publications

(171 citation statements)

References 20 publications

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“…Multimedia juga berpotensi bagi pengajar atau dosen sebagai pengembangan teknik pengajaran. Demikian pula dari segi murid atau mahasiswa, kemudahan dalam mengakses dan mendapatkan informasi diharapkan terjangkau dengan adanya multimedia (Hussein, 2017). Kemampuan multimedia yang terkoneksi dengan internet semakin mempermudah mendapatkan informasi dalam kegiatan belajar-mengajar (Al-Azawei, Patrick, & Lundqvist, 2017).…”

Section: Pendahuluanunclassified

“…Dari segi dunia pendidikan, adanya perubahan tersebut memberikan manfaat penting (Baleghi-Zadeh, Ayub, Mahmud, & Daud, 2017). Adanya e-learning membantu proses pembelajaran tanpa perlu interaksi secara langsung antara dosen atau pengajar dengan mahasiswa, sehingga efek-tivitas belajar dapat lebih ditingkatkan dengan adanya forum tanya jawab dan kemudahan akses materi belajar (Hussein, 2017). E-learning merupakan sebuah metode pembelajaran yang menggunakan media elektronik atau device tertentu sebagai pe-rantara untuk menyampaikan materi pembelajaran.…”

Section: Pendahuluanunclassified

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Penggunaan e-learning dengan Technology Acceptance Model (TAM)

Rahmawati

Narsa

2019

jitp

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Kemajuan dalam teknologi informasi memberi kesempatan pada institusi pendidikan untuk mengadopsi teknologi untuk meningkatkan efisiensi pembelajaran. e-Learning merupakan salah satu pengembangan tersebut dan tidak dapat disampaikan tanpa menggunakan teknologi. Tujuan penelitian ini yaitu untuk mendapatkan bukti empiris terkait actual usage dari penggunaan e-learning dengan pemediasi intention to use. Data dalam penelitian ini sebanyak 135 kuesioner yang disebarkan kepada mahasiswa Universitas Airlangga yang sempat memanfaatkan AULA. AULA merupakan portal e-Learning di Universitas Airlangga, yang merupakan singkatan dari Airlangga Univeristy e-Learning Application. Alat uji yang digunakan adalah Warp PLS. Perceived usefulness yang dirasakan pada penggunaan e-learning tidak memberikan pengaruh pada actual usage. Perceived ease of use memiliki hubungan signifikan pada intention to use. Hasil pengujian pengaruh tidak langsung menunjukkan perceived usefulness mempengaruhi niat perilaku untuk menggunakan teknologi. Persepsi kemudahan menggunakan teknologi dimotivasi tingkat kepercayaan individu terhadap kemampuan menggunakan teknologi, yang mana akan mendorong persepsi kebermanfaatan dan berimplikasi pada niat untuk menggunakan teknologi untuk menggunakan e-learning.Kata kunci: Actual Usage, perceived ease of use, e-Learning, intention to use Actual usage use of e-learning with Technology Acceptance Model (TAM) AbstractProgress in information technology provides opportunities for education to encourage technology to improve learning efficiency. E-Learning is one such development and cannot be delivered without using technology. The purpose of the study is to get empirical evidence related to actual usage of using e-learning with intention to use as a mediation. Data used in the study were 135 questionnaires that distributed to students of Airlangga University who are active or have used / participated in AULA (Airlangga University e-Learning Application). AULA is an e-Learning portal at Airlangga University. Data analysis techniques using Warp PLS. The results show the perceived usefulness of e-learning, does not affect the actual use. Perceived ease of use has a significant positive relationship with intention to use. The results evaluation direct effect of perceived usefulness influences intention to use technology. Perceived ease of use of technology is motivated by the level of individual trust in ability to use technology, which will encourage perceptions of usefulness and have implications for the intention to use technology to use e-learning.Keywords: Actual Usage, perceived ease of use, e-learning, intention to use

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Section: Pendahuluanunclassified

Penggunaan e-learning dengan Technology Acceptance Model (TAM)

Rahmawati

Narsa

2019

jitp

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“…Attitudes towards the use of e-learning Attitudes are individual characteristics that describe positive or negative behaviors and reflections of feelings and knowledge about certain concepts or subjects (Hussein, 2017). Attitudes have three components; namely affection, cognition and behavior which refer to the level of one's preferences, one's knowledge of the object being addressed and the reactions as well as tendencies towards the object (Mantle-Bromley, 1995).…”

Section: Attributes Of Innovation and Adoptionmentioning

confidence: 99%

Technology Adoption in Education-Based Business Services

Kusdibyo

Perera²,

Leo

2019

IJABR

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The objectives of this study are two folds. Firstly is to identify the advantages and disadvantages factors of electronic learning’s adoption. Secondly is to measure the influence of innovation adoption components toward users’ attitude in using electronic learning. A mixed method of study was carried out in response to the research’s objectives. The qualitative approach was conducted by means of interviewing 25 participants of users to identify e-learning advantages and disadvantages. The quantitative approach was used to test the hypotheses. A questionnaire was distributed to 313 e-learning system users. The results show that the three advantages and disadvantages of e-learning adoption factors were formed. SEM-Smart PLS was used to test the hypothetical relationships. The results indicate that three dimensions of innovation diffusion significantly influenced the attitude toward e-learning, while two dimensions were not significant. The findings suggest that education-based business services should use the advantages factors and influential dimensions to promote their teaching-learning services delivery and eliminate weaknesses and insignificant dimensions.

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“…E-learning is an amalgamated concept taken from computer science, information technology, education and psychology defined by academics, researchers and practitioners as an information system used to deliver knowledge (in the form of text, audio and video) via intranet, extranet, internet, interactive TV or satellite among learners [1,2]. In another context, e-learning provides and disseminates information used for corporate training -such as training in technological skills in order to improve performance within an organization [3]. With the rapid growth of information and communication technologies, e-learning is the most promising medium of learning and teaching in the educational system.…”

Section: Introductionmentioning

confidence: 99%

Literature Review of Factors Affecting E-Learning Adoption in Universities

Ramzani¹,

Suleiman²

2019

International Advanced Research Journal in Science, Engineering

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This review paper examines the prior studies on critical factors of e-learning adoption in Nigeria. The search terms identified 40 papers reporting 25 conceptual and qualitative and 15 quantitative evidence about the e-learning adoption and critical factors that may influence the adoption of e-learning in Nigeria. The findings revealed that modern paradigm shift requires the in-depth analysis of government policies, institutional and management role, students and faculty attitude, social norms, cultural values as well as technological advancement. These factors may directly or indirectly affect the intention of students towards e-learning adoption. The lack of quantitative evidences illustrate that policy makers, practitioners and researchers need to pay attention for further research of identifying and analyzing the critical factors which enhances the e-learning adoption in Nigeria.

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Leading to Intention: The Role of Attitude in Relation to Technology Acceptance Model in E-Learning

Cited by 197 publications

References 20 publications

Penggunaan e-learning dengan Technology Acceptance Model (TAM)

Penggunaan e-learning dengan Technology Acceptance Model (TAM)

Technology Adoption in Education-Based Business Services

Literature Review of Factors Affecting E-Learning Adoption in Universities

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