Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model

Ali Tarhini,Kate Hone,Xiaohui Liu,Takwa Tarhini

doi:10.1080/10494820.2015.1122635

Ali Tarhini, Kate Hone + Show 2 more

Open Access

https://doi.org/10.1080/10494820.2015.1122635

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Abstract

ABSTRACTIn this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include subjective norms (SN) and quality of work life constructs as additional constructs and a number of cultural variables as moderators. The four cultural dimensions of masculinity/femininity (MF), individualism/collectivism, power distance and uncertainty avoidance were measured at the individual level to enable them to be integrated into the extended TAM as moderators and a research model was developed based on previous literature. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper.

Highlights

E-learning is becoming an increasingly widespread approach in higher education institutions around the world (Brown, 2010; Jenkins, Browne, Walker, & Hewitt, 2011)
This paper proposes and tests a conceptual model of e-learning technology acceptance based on Technology Acceptance Model (TAM) and drawing from previous literature that used TAM in an educational context
The findings indicate that the relationship was stronger for individuals with low Power distance (PD) cultural values which confirm the predictions of McCoy et al (2005)

Summary

Introduction

E-learning is becoming an increasingly widespread approach in higher education institutions around the world (Brown, 2010; Jenkins, Browne, Walker, & Hewitt, 2011). ICT has the potential to greatly help students in their education, but its effectiveness depends on the degree of acceptance and use within the target population (Browne, Jenkins, & Walker, 2006; Teo, 2014). Factors, such as users’ perception of technology, as well as their knowledge and skills in using computers, have been shown to affect acceptance and usage (Al-Gahtani, 2014; Tarhini, Hone, & Liu, 2015; Wong, Teo, & Goh, 2015). While the Internet is a global tool, the efficiency of particular applications should be measured locally since users usually work in local/national contexts (Li & Kirkup, 2007)

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