Moderating Effects of Academic Position and Computer Literacy Skills on E-learning Portal Usage: SEM Application on Theory of Planned Behaviour

Abstract

The main objective of this research is to investigate the moderating effect of academic position and computer literacy level on usage of the online learning portal among academics by examining the factors from the perspective of the Theory of Planned Behaviour as the basis for conceptual model. Academic position and Computer Literacy skills are used as moderators. The population of the study comprised 5399 academics. Systematic proportionate sampling techniques applied to gather data, with 400-sample size. Data were received from only 320 university academics, giving a response rate of 80%. SPSS and AMOS version 23 were instrumented to analyse the data and Structural equation modelling was used to find the model fit and causal relationships. This study reveals that both attitude and subjective norm have influences on the behavioural intention but not the perceived behavioural control. Behavioural intention and perceived behavioural control had a direct association with Portal Usage. Both gender and academic position moderate the association of exogenous and endogenous variables. This study will help to set up new work norms that will set aside time for teaching activities through the E-L portal, prepare policy guidelines, and provide incentives to faculty members to encourage E-L portal usage. Universities can use the finding to improve their concerns of the factors involved, as that would enable the academics to use more effectively the online learning system installed at great cost in the universities. In addition, this theoretically contributes to consider the academic position and the computer literacy skills level as the determinants of portal usage.

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