Abstract
<p>This study seeks to explore the factors that influence students’ usage behaviour of e-learning systems. Based on the strong theoretical foundation of the TAM, UTAM and using structural equation modeling (SEM) via AMOS 20.0, this research paper examines the impact of performance expectancy, effort expectancy, hedonic motivation, habit, social influence, and trust on student’s behavioural intention, which is later examined along with facilitating conditions on student’s usage behaviour of e-learning systems. Data was collected from students at two universities in Beirut (capital of Lebanon) using a cross-sectional questionnaire survey between January and March 2015. The results revealed direct positive effect of performance expectancy, hedonic motivation, habit, and trust on student’s behavioural intention to use e-learning explaining around 71% of overall behavioural intention. Meanwhile, behavioural intention and facilitating conditions accounted for 40% with strong positive effects on student’s usage behviour of e-learning systems. However, both effort expectancy and social influence did not impact student’s behavioural intention.</p>
Highlights
We are in the time of e-learning, as it is necessary for each educational institution to have an online learning web site or center, and that’s so important so everybody can learn anytime and anywhere (Peacock, 2012; Rostaminezhad et al, 2013; Hubackova, 2015)
Based on the strong foundations of the UTAUT, this study explored some of the most important factors that affect student’s usage behavior f e-learning systems
The research results show that performance expectancy has a direct positive influence on user’s behavioural intention to use e-learning System. This finding is consistent with previous literature studies (Venkatesh et al, 2003; Adedoja, et al, 2013, Tarhini etl al., 2016), suggesting that students with positive feelings about the usefulness of e-learning to them are more likely to have a behavioural intention to use these systems
Summary
We are in the time of e-learning, as it is necessary for each educational institution to have an online learning web site or center, and that’s so important so everybody can learn anytime and anywhere (Peacock, 2012; Rostaminezhad et al, 2013; Hubackova, 2015). According to the US digital year report, individuals’ overall time spent online was among four different online contents including portals, social networking, web-based email’s market, and entertainment category and the second largest share of time spent was on SNS Maqableh et al (2015a) It is a way of coping with external changes that make it necessary for companies to offer and facilitate an educational environment. Tarhini et al (2013a) examined different Web 2.0 technologies and web-enabled learning platforms to generate technology-rich learning environments such as exploiting the blended learning technologies and applications They found such technologies are digital, making them highly adaptable and integrative; globally ubiquitous, making them accessible to anyone and anywhere since an internet connection exists; low cost or free, making them accessible to anyone with a computer or mobile device; and could be used in an academic setting. Carbonell et al (2013) who interviewed twelve people and collected data regarding an online course evaluation form from 82 students in order to describe how a hybrid, blended, or online course was created and how the instructor and students perceived it; found that hybrid, blended, or online courses differ in the amount of integration between www.ccsenet.org/ijbm
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