Abstract
The E-learning systems are important for the universities due to the gained benefits from these systems. By using the E-learning system, the learning expenses can be reduced, the learning management would be improved, and the learning quality could be enhanced. Like any technology system, the students' motivation and positive attitude are success keys of the E-learning adoption by the universities. There are many difficulties faced by the students in using the E-learning system such as the technical difficulties, services difficulties, awareness, interactivity, and security concerns. This study aims to study the effects of the E-learning difficulties on the attitudes of using the E-learning systems through the path of students' motivation. The Technology Acceptance Model (TAM) is adopted to construct the conceptual model in this study. This study considered the E-learning difficulties as independent factor, the mediating factor is the motivation of using the E-learning systems, and the dependent factor is the attitudes toward the using of the E-learning systems. Based on the constructed model, three research hypotheses are developed to test the relationship between the E-learning difficulties and motivation, between motivation and attitudes, and between difficulties and attitudes through the motivation. The quantitative data method using questionnaire is used to collect the study data. The data collected from 154 students from Ajloun University as a case study of Jordanian universities. The case study is selected due the experience of the students in using E-learning system called BigBlueButton. The questionnaire data were analyzed using AMOS tool in order to discover the direct and indirect paths between the study variables. The significant results show that there moderator effects of the students motivation on the relationship between the E-learning difficulties and the attitudes toward the using of these systems. The P-values is significant at p < 0.05 on the relationship between the study variables. Another important result is that the difficulties of E-learning such as technical, services, and interactivity should be avoided to improve the motivation level of using the E-learning systems. Also, the low motivation level lead to decrease the attitudes level toward the using of E-learning systems. The contribution of this study represented by fill the research gap of the motivation path on the relationship between the E-learning difficulties and attitudes. This study gives the university important details about the features of success implementations of E-learning systems.
Highlights
The first known implementation of the E-learning is obtained in 1960 by "University of Illinois"
In order to ensure the usefulness of the collected responses, the respondents' characteristics are analyzed through four demographic variables; age, E-learning experiences, owning of technology devices, and internet connection
This study focuses on effects of motivations on the relationship between the difficulties and attitudes of using the E-learning systems by university students
Summary
The first known implementation of the E-learning is obtained in 1960 by "University of Illinois". The teaching activities were conducted using computers inside the university campus [1]. In the last two decades, the universities are providing more attention in using the E-learning systems due to the gained benefits from them [2, 3, 4]. The researchers define the E-learning concepts as the using of technology equipments in the learning processes [4]. Lin [5] mentioned that the E-Learning is the utilizing of information technology in the learning processes through convert the traditional learning styles to modern styles. The teachers could innovate effective ways to deliver the learning materials in less time and efforts
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