The Analysis of the Factors Affecting the Acceptance of E-learning in Higher Education

Mahmodi, Mahdi

doi:10.5812/ijvlms.11158

Cited by 25 publications

(26 citation statements)

References 26 publications

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“…It has been shown in numerous studies conducted earlier that social influence (SI) has a significant association with PU [7], [40]- [42]. Furthermore, social influence (SI) can have a stronger impact on perceived ease of use (PEOU) of elearning [7], [34]. Hence, the following hypotheses are suggested:…”

Section: Social Influence (Si)mentioning

confidence: 99%

“…The significant influence of perceived ease of use (PEOU) on perceived usefulness (PU) is shown in a previous research. In the past, several studies were carried out, which showed that there is a positive correlation between the perceived ease of use (PEOU) and the behavioral intention to use E-learning (BI), and this relationship is direct as well as indirect [1], [7], [17], [18], [27], [32], [34], [43], [46], [56], [58]- [61]. Moreover, there is strong empirical support for the correlation between PU and the attitude towards the use in the previous studies [17], [24], [32], [40], [43], [56], [62]- [67].…”

Section: 7mentioning

confidence: 99%

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An Empirical Investigation into Examination of Factors Influencing University Students’ Behavior towards Elearning Acceptance Using SEM Approach

Kurdi¹,

Alshurideh²,

Salloum

et al. 2020

Int. J. Interact. Mob. Technol.

136

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<p class="0abstract">There are several reasons why most of the universities implement E-learning. The extent of E-learning programs is being offered by the higher educational institutes in the UAE are evidently expanding. However, very few studies have been carried out to validate the process of how E-learning is being accepted and employed by university students. The study involved a sample of 365 university students. To describe the acceptance process, the Structural Equation Modeling (SEM) method was used. On the basis of the technology acceptance model (TAM), the standard structural model that involved E-learning Computer Self-Efficacy, Social Influence, Enjoyment, System Interactivity, Computer Anxiety, Technical support, Perceived Usefulness, Perceived Ease of Use, Attitude, and Behavioral Intention to Use e-learning, was developed. The findings showed that TAM served as a suitable theoretical tool to comprehend the acceptance of e-learning by users. The most critical construct to explain the causal process employed in the model was E-learning Computer Self-Efficacy, Social Influence, Enjoyment, System Interactivity, Computer Anxiety, Technical support, Perceived Usefulness, Perceived Ease of Use, Attitude, followed by Behavioral Intention to Use e-learning. Practical implications are offered by the outcomes for decision makers, professionals and developers in how effective E-learning systems can be implemented properly.</p>

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Section: Social Influence (Si)mentioning

confidence: 99%

Section: 7mentioning

confidence: 99%

An Empirical Investigation into Examination of Factors Influencing University Students’ Behavior towards Elearning Acceptance Using SEM Approach

Kurdi¹,

Alshurideh²,

Salloum

et al. 2020

Int. J. Interact. Mob. Technol.

136

View full text Add to dashboard Cite

show abstract

“…Previous studies found that SQ has a positive impact on perceived ease of use of e-learning [26], [32]- [34]. Besides, it was also found that SQ has a positive effect on perceived usefulness of e-learning [29], [33], [35]. Therefore, the following hypotheses were formulated:…”

Section: ) System Quality (Sq)mentioning

confidence: 99%

“…The e-learning system can only be accepted by the students when they perceive that its use is going to improve their learning performance. Previous e-learning studies indicated that there is a significant positive correlation between perceived usefulness (PU) and the behavioral intention to use the e-learning system (BI) [29], [80], [81]. Hence, the following hypothesis is formulated: H11: Perceived usefulness (PU) has a positive effect on the behavioral intention to use (BI) the e-learning system.…”

Section: ) Perceived Usefulness (Pu)mentioning

confidence: 99%

Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model

et al. 2019

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Extending the Technology Acceptance Model (TAM) for studying the e-learning acceptance is not a new research topic, and it has been tackled by many scholars. However, the development of a comprehensive TAM that could be able to examine the e-learning acceptance under any circumstances is regarded to be an essential research direction. To identify the most widely used external factors of the TAM concerning the e-learning acceptance, a literature review comprising of 120 significant published studies from the last twelve years was conducted. The review analysis indicated that computer selfefficacy, subjective/social norm, perceived enjoyment, system quality, information quality, content quality, accessibility, and computer playfulness were the most common external factors of TAM. Accordingly, the TAM has been extended by the aforementioned factors to examine the students' acceptance of e-learning in five different universities in the United Arab of Emirates (UAE). A total of 435 students participated in the study. The results indicated that system quality, computer self-efficacy, and computer playfulness have a significant impact on perceived ease of use of e-learning system. Furthermore, information quality, perceived enjoyment, and accessibility were found to have a positive influence on perceived ease of use and perceived usefulness of e-learning system.

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“…In TAM 3, Venkatesh & Bala (2008) find that perceived usefulness was the strongest predictor of behavioral intention at all time periods. Later on, some studies on e-learning in higher education imply a constructive relation between PU and the BI Hsia et al, 2014;Mahmodi, 2017).…”

Section: Perceived Usefulnessmentioning

confidence: 99%

Vietnamese Students’ Acceptance of Using Video Conferencing Tools in Distance Learning in Covid-19 Pandemic

Nguyen

Pho²,

Luong

et al. 2021

Turkish Online Journal of Distance Education

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The outbreak of the COVID-19 pandemic has strongly influenced teaching and learning in Vietnam's higher education institutions. Social distancing -the health care practice of increasing the physical space between people to avoid spreading illness due to COVID-19 has required schools to employ distance learning. As such, video conferencing tools (VCTs) have been used nationwide to ensure effective responses to the requirement. Although teaching and learning with VCTs have been proven effective by many researchers, it is not clear what benefits and challenges they bring to higher education in Vietnam, especially with respect to students' acceptance to the classroom uses of technology in the time of unexpected events. This study aims to address this gap by examining external factors that affected students' acceptance of VCTs during the COVID pandemic. Data were collected online from university students between April 14, 2020 and April 23, 2020. After this period, the research group received 294 records, in which 227 were analyzed using an extended Technology Acceptance Model (TAM) and Structural Equation Modeling (SEM). The result indicated that external factors such as subject norm and computer playfulness had a significant impact on most TAM constructs. Furthermore, output quality was found to have a positive influence on students' perceived usefulness in the acceptance of VCTs in distance learning.

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The Analysis of the Factors Affecting the Acceptance of E-learning in Higher Education

Abstract: Background: As the main step to implement and develop electronic learning (e-learning), it is very important to understand how learners accept it. The current study aimed at examining the main factors of e-learning acceptance by the students of Garmsar

Cited by 25 publications

References 26 publications

An Empirical Investigation into Examination of Factors Influencing University Students’ Behavior towards Elearning Acceptance Using SEM Approach

An Empirical Investigation into Examination of Factors Influencing University Students’ Behavior towards Elearning Acceptance Using SEM Approach

Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model

Vietnamese Students’ Acceptance of Using Video Conferencing Tools in Distance Learning in Covid-19 Pandemic

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