The Effects of Individual-Level Culture and Demographic Characteristics on e-Learning Acceptance in Lebanon and England: A Structural Equation Modelling Approach

Tarhini, Ali

doi:10.2139/ssrn.2725438

Cited by 20 publications

(26 citation statements)

References 230 publications

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“…TPB tries to address situations in which individuals have no control over. TAM, which was introduced by Davis (1986), was the first to successfully analyze and interpret the adoption of various Information Communication Technologies (ICT) in different work environments (Kripanont, 2007;Tarhini, 2013). Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) were the two main factors used in TAM to explain the acceptance or rejection of information technology by a person.…”

Section: Technology Adoption Modelmentioning

confidence: 99%

Factors affecting the adoption of mobile applications by farmers: An empirical investigation

Okoroji¹,

Lees²,

Lucock³

2021

Afr. J. Agric. Res.

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Section: Technology Adoption Modelmentioning

confidence: 99%

Factors affecting the adoption of mobile applications by farmers: An empirical investigation

Okoroji¹,

Lees²,

Lucock³

2021

Afr. J. Agric. Res.

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“…Consequently, we can say that certain organizational issues can reflect individuals' use of e-learning in which such issues have been found to have a significant impact on the implementation of e-learning [5], [66], [67]. Many prior studies have also suggested studying the relationship between organizational challenges and the individual challenges related to the use of e-learning [1], [22], [60], [68]. Hence, the following hypothesis is formed:…”

Section: Contextual Challengesmentioning

confidence: 99%

“…Several studies have emphasized the importance of culture for e-learning implementation and support in a particular society [2], [7], [9], [68]. In addition, the lack of awareness and confidence would prevent an individual from using technology effectively, thus changing an individual's attitudes and interests [72].…”

Section: ) Societal/cultural Challengesmentioning

confidence: 99%

How Course, Contextual, and Technological Challenges are Associated With Instructors’ Individual Challenges to Successfully Implement E-Learning: A Developing Country Perspective

2019

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Many universities and colleges in developing countries around the world have started using e-learning courses to keep up with the technological revolution of the higher education sector in the developed world. E-learning has served as a catalyst for higher education to expand in the last decade. However, there are still many challenges facing universities in the developing world, as they attempt to implement e-learning. This paper investigated the main challenges that could significantly impact the implementation of e-learning in developing countries. The main objective of this paper was to identify these challenges and examine how they are related to the challenges facing instructors when using e-learning systems. A total of 107 university instructors responded to an online questionnaire about their perceptions of the main challenges in implementing e-learning in a university context. A partial least squares structural equation model (PLS-SEM) was employed to test the relationships between certain course, contextual, technological, and individual challenges. Challenges related to the design of the course, the support provided, societal/culture, and technology were found to have a significant impact on the instructors' use of e-learning systems. Several implications for the policymakers and practitioners were discussed. INDEX TERMS E-learning, higher education, individual challenges, technology utilization.

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“…The rationale could be that older adults often think that they are too old to learn a new technology (Turner, Turner, & Van de Walle, 2007;Tarhini, 2013). Previous research also found that age differences influence the perceived difficulty of learning a new software application (Morris, Venkatesh, & Ackerman, 2005;.…”

Section: Agementioning

confidence: 99%

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

Tarhini¹,

Elyas²,

Akour

et al. 2016

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The main aim of this paper is to develop an amalgamated conceptual model of technology acceptance that explains how individual, social, cultural and organizational factors affect the students' acceptance and usage behaviour of the Web-based learning systems. More specifically, the proposed model extends the Technology Acceptance Model (TAM) to include four constructs namely, Quality of work life; Social Norm; Facilitating Conditions and self-efficacy. In addition, Individual differences-namely, age, gender, and experience-are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. A comprehensive understanding of this model will provide valuable insights into the factors that influence the acceptance or resistance of web-based learning system by intended users and offers opportunities for future research in understanding the acceptance of technology. Further, understanding these variables is helpful for instructors to design meaningful educational activities to promote student knowledge construction and make learning more effective and appealing.

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The Effects of Individual-Level Culture and Demographic Characteristics on e-Learning Acceptance in Lebanon and England: A Structural Equation Modelling Approach

Cited by 20 publications

References 230 publications

Factors affecting the adoption of mobile applications by farmers: An empirical investigation

Factors affecting the adoption of mobile applications by farmers: An empirical investigation

How Course, Contextual, and Technological Challenges are Associated With Instructors’ Individual Challenges to Successfully Implement E-Learning: A Developing Country Perspective

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

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