The Acceptance and Use of the E-Learning Systems Among the University Teachers in Ecuador

Abstract

The success of an e-learning system depends largely on the acceptance and use that teachers give this tool. After critically evaluate models of technology adoption, including the Technology Acceptance Model (TAM) and TAM2, we built a conceptual model to predict the level of acceptance and use of elearning system among teachers. This model extends TAM2 and includes technical support, computer self-efficacy, social influence, perceived enjoyment and satisfaction. Data were collected from 145 teachers of a University in Ecuador. For data collection, a form in Likert scale was sent by email. Upon receipt of the data, these missing data reported 4.2%, to correct this data imputation method it was applied for replacement by mean. After performing the checks about satisfactory reliability and validity, the structural model was tested using PLS. The results indicate that perceived ease of use and perceived usefulness have a direct effect on the intension of using e-learning systems. Perceived enjoyment, perceived ease of use and social influence have a direct effect on the perceived usefulness. Perceived enjoyment and computer self-efficacy both have a direct effect on perceived ease of use of e-learning systems. Universities Principals should not only worry about the basic design of e-learning systems, but also explicitly address individual differences among teachers using elearning system.

Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model

“…In the TAM, TAM2 and DTPB, PEU was theorized as a direct determinant of BI. In addition, a number of researchers found a support to the indirect relationship of PEU on BI through PU (Yousafzai et al, 2007a;Al-Tomny et al, 2016;Ramirez-Anormaliza et al, 2016;. Strong evidence supported the important role that PEU play in predicting the BI (Davis, 1989;Igbaria et al, 1997;Tarhini, Hone, & Liu, 2014a;Abdullah & Ward, 2016;.…”

The Influence of Computer Self-efficacy and Subjective Norms on the Students’ Use of Learning Management Systems at King Abdulaziz University

“…As TAM is quantitative in nature, the decision was made to use online survey for data collection [21]. Althobaiti and Mayhew asserted that surveys are suitable for the evaluation of LMS [37].…”

“…Abdullah and Ward in [18] conducted a quantitative meta-analysis of 107 studies in e-learning adoption and concluded that 17 out of 27 (63%) studies found a positive influence between CSE and PU and 33 out of 41 (80%) studies found a positive influence between CSE and PEOU. In the studies [21]- [23] of developing countries (as the case of Saudi Arabia), it was found that CSE influences PEOU of e-learning and does not affect PU. It was found that CSE of Jordanian students is correlated with PEOU [24].…”

“…It was concluded that 19 out of 22 (86%) researches indicated a positive influence between SN and PU and 4 out of 6 (67%) researches indicated a positive influence between SN and PEOU [18]. The influence of SN on PU of e-learning was demonstrated in [21], which contradicts with the results of [22]. In [36], it was concluded that SN affects PU of e-learning systems and does not affect PEOU.…”

“…The second section addresses the original TAM constructs and the external variables (see appendix). The 29 items can be answered using a 7-point Likert scale, where 1 indicates that students strongly disagree with the statements and 7 indicates that students strongly agree with the statements [8], [13], [14], [16], [21]. The constructs consist of PEOU (5 statements), PU (5 statements), BIU (5 statements), AU (4 statements), CSE (5 statements) and SN (5 statements).…”