Acceptance Of E-learning Systems Research Articles

Influence of region, experience, and subjective norm on the use of e-learning: Lesson from the insurance industry in Indonesia

The effectiveness and efficiency of e-learning system in industry significantly depend on users’ acceptance and adoption. This is specifically determined by external and internal factors represented by subjective norms (SN) and experience (XP), both believed to affect users’ perceived usefulness (PU) and perceived ease of use (PEOU). Users’ acceptance of e-learning system is influenced by the immensity of region, often hampered by inadequate infrastructure support. Therefore, this study aimed to investigate behavioral intention to use e-learning in the Indonesian insurance industry by applying Technology Acceptance Model (TAM). To achieve this objective, Jabotabek and Non-Jabotabek regions were used as moderating variables in all related hypotheses. An online survey was conducted to obtain data from 800 respondents who were Indonesian insurance industry employees. Subsequently, Structural Equation Model (SEM) was used to evaluate the hypotheses, and Multi-Group Analysis (MGA) to examine the role of region. The results showed that out of the seven hypotheses tested, only one was rejected. Furthermore, XP had no significant effect on PU, and the most significant correlation was found between PEOU and PU. In each relationship path model, the role of region (Jabodetabek and Non Jabodetabek) had no significant differences. These results were expected to provide valuable insights into the components of e-learning acceptability for the development of a user-friendly system in the insurance industry.

Student’s Acceptance and Actual Use of E-Learning System in a Post-COVID Era Through Technology Acceptance Model

The COVID-19 pandemic has pushed the transition of learning activities in universities into distance learning. This leads to extensive use of e-learning, which became one of key things to sustain the ongoing teaching and learning activities during the pandemic. With the return of classroom learning, the actual use, and students’ intentions on using e-learning system is unknown, and it could affect e-learning system’s effectiveness. Based on the problem, a quantitative research and analysis is conducted on students’ acceptance, use intentions, and actual use of e-learning system using Technology Acceptance Model (TAM) with three adopted external constructs of Learnability, Self-efficacy, and Social Norm. The questionnaire result processing is conducted by utilizing Structural Equation Modelling (SEM). The findings are students’ perception of e-learning system’s usefulness, ease of use, and students’ attitude towards the e-learning system affects their behavior intentions, and actual use of e-learning system. This finding also resulted on two proposed suggestions on adding minimum content requirements and standard operational procedure in course content management with the aim to increase its learnability and students’ attachments and adding a user tour feature with the aim to increase both learnability and ease of use of e-learning.

E-Learning in the Postpandemic Era: A Case Study in Taiwan

The COVID-19 pandemic is pressing educational institutions across the globe to transfer rapidly from face-to-face learning to e-learning. However, e-learning has some multifaceted problems waiting to be solved and optimized. This study uses a survey questionnaire to collect research data. By integrating two predictors and four moderators into expectation-confirmation model, this article develops a causal research model and studies the continuance intention of using e-learning after the pandemic and how we can optimize online learning systems to benefit the traditional education systems in the long term. This article fills the literature gap of studies on IS continuance intention of e-learning from a problem-driven perspective. Based on the research results, this article suggests policy-makers and educators not only develop continuous training for both instructors and students on e-learning to enhance their ability and acceptance of e-learning systems but also build a more comprehensive technical environment to accelerate the adoption as well as to increase the continuance usage intention of e-learning systems. In addition, high-quality educational designs of e-learning that contain interaction mechanisms and customizations according to students’ perceptions and attitudes toward e-learning are needed. We also call on scholars from around the globe to continue investigating the critical factors of e-learning adaptation and online educational environment optimization for proposing better solutions to counter crises similar to the COVID-19 pandemic in the future.

How teachers are affected by institutional actions aiming to enhance e-learning effectiveness in higher education

PurposeIn this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.Design/methodology/approachTo address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.FindingsThe authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.Originality/value The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

Analysis of E-Learning System Use Using Combined TAM and ECT Factors

The use of e-learning systems has become widespread in higher education institutions in Oman. However, understanding of factors that influence student acceptance and usage of these systems is lacking. This study combined the factors of the Technology Acceptance Model (TAM) and Expectation–Confirmation Theory (ECT) to examine the acceptance and use of e-learning systems by students in Omani HEIs. A survey was conducted with 220 students from Al-Buraimi University College in Oman to collect data on perceived usefulness, perceived ease of use, behavioral intention, and e-learning system use. A model was created by merging eight interactions between TAM, ECT, and seven variables. The results showed that perceived usefulness and ease of use were significant predictors of students’ intention to use e-learning systems, and behavioral intention had a direct effect on the actual use of e-learning systems. These findings provide valuable insights for e-learning system designers, developers, and educators in Oman and similar contexts to design and implement e-learning systems that meet student needs and expectations.

Managing students’ attitude, learning engagement, and stickiness towards e-learning post-COVID-19 in Australian universities: a perceived qualities perspective

ABSTRACT Studies have been conducted on university students’ acceptance of e-learning systems during COVID-19. However, less attention has been paid to students’ use of e-learning post-pandemic. This research provides a more comprehensive framework to investigate the effects of e-learning students’ various quality perceptions on attitude, learning engagement, and stickiness toward e-learning platforms. A survey-based quantitative method is adopted by this study in which sample data are collected from students in Australian universities. A total of 403 valid samples were analysed using covariance-based structural equation modelling. This study found that students’ perceived educational quality, service quality, information quality, and technical system quality play different roles in their attitudes and behaviours towards e-learning. It expands the information system success model by comparing the effects of students’ various perceived qualities on their ongoing commitment to e-learning. It provides insights to e-learning providers in pursuing better designs and more sustainable development of educational information systems.

Penerimaan Teknologi E-Learning SiPeDar Dengan Menggunakan Technology of Acceptance Model (TAM)

SiPeDar is an e-learning platform developed by UST to facilitate learning from the campus academic community. The application of Information Technology is always related to user acceptance. Therefore, the purpose of this study is to obtain empirical evidence related to the acceptance of SiPeDar technology using the Theory of Acceptance Model (TAM) framework with the construct of perceived ease of use, perceived usefulness, attitude toward using, and acceptance of e-learning system (acceptance of e-learning system). The sample of this study was 77 students from UST Yogyakarta PGSD students who were randomly selected. The data collection technique employed a questionnaire distributed through Gform. The data analysis technique used is quantitative descriptive data analysis using the SPSS program. The results showed that the perceived ease of use of SipeDar and students' perceived usefulness towards SiPeDar were good. The students' attitude towards using SiPedar shows a reasonably good assessment category. SiPeDar's actual system usage shows a high level of usage among students.

A systematic review of e-learning systems adoption before and during the COVID-19

PurposeThis systematic review aims to assess the studies collected by identifying factors influencing the acceptance of e-learning systems before and during the current propagation of the COVID-19 pandemic.Design/methodology/approachThis study undertook a literature review on the in-depth revision of studies published before 2021. The reviewed research papers meet the inclusion and exclusion criteria. A total of 97 out of 214 articles met the inclusion criteria and were subsequently used in this review.FindingsThe findings revealed that the survey questionnaire is the most common data collection instrument used regardless of the research objectives. 2019 was a remarkable year because of the emergence of the COVID-19 pandemic.Research limitations/implicationsThis systematic review relied on specific databases (ScienceDirect, Emerald, IEEE and Google Scholar) to search for the articles included in this paper. However, these databases may not comprehensively represent all papers published on e-learning using the technology acceptance model (TAM).Practical implicationsThis paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers. This research spotlights the significant factors influencing the acceptance and adoption of e-learning.Originality/valueThis research assessed articles that examined the TAM in e-learning and classified them according to their methodology, country of dissemination, context and distribution within the year of publication. This paper contributes to the body of knowledge in a way that will benefit stakeholders in an educational setting.

The Significance of Adopting E-Learning in Institutions of Higher Learning during the COVID-19 Pandemic and Beyond

The confirmation of the first case of the Covid-19 pandemic in Kenya on 13thMarch 2020 led to suspension of face-to-face learning and closure of all schools and institutions of higher learning. In order to avoid massive loss in the development of human capital with significant long-term economic and social implications, institutions of higher learning were asked to adopt alternative ways and means to face-to-face instructional methods to enable learning to continue. This study points out that E-Learning had been widely adopted by Institutions of higher learning worldwide prior to COVID-19 pandemic. To date Institutions of higher learning have continued to use E-Learning in a blended mode in order to reduce the potential of COVID-19 transmission. The development of Information Technology, acceptance of E-Learning system by learners and instructors, prior experience in the use of E-learning platforms and need for self directed learning are some of the factors that have accelerated the adoption of E-Learning by institutions of higher learning worldwide. The findings of this paper show that the adoption of E-Learning by institutions of higher learning has numerous benefits and advantages. This study recommends that institutions of higher learning should involve all stakeholders in the development and implementation of E-Learning systems, develop E-Learning policies, carry out capacity building and change management, avail continuous technical support to learners and educators so that e-Learning is widely accepted and adopted

Investigating Factors Affecting Students’ Intention, Acceptance, Behavior and Adoption of e-Learning Systems during the Pandemic of Covid19: A Systematic Literature Review

Investigating Factors Affecting Students’ Intention, Acceptance, Behavior and Adoption of e-Learning Systems during the Pandemic of Covid19: A Systematic Literature Review

Students' Perceptions of E-Learning Systems at the Jordanian Universities Through the Lens of E-Business Booming During the Coronavirus Pandemic

This paper investigates undergraduate students’ perception and acceptance of e-learning systems at Jordanian universities. The framework of this study is guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and, DeLone and McLean Information System Success Model. The online questionnaire is used to collect data from 411 undergraduate students at Jordanian public and private universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) is used to analyze the data. The findings suggest that (i) performance expectancy, facilitating conditions, and information quality have a significant, positive effect on the actual usage of e-learning systems, whereas system quality did not, (ii) the usage of e-learning systems positively influenced educational performance and students' satisfaction, (iii) the impact of COVID-19 moderate the relationship between the use of e-learning systems and educational performance and (iv) face to face is the most favorable educational-learning approach, followed by blended, and e-learning.

System Quality and Student’s Acceptance of the E-learning System: The Serial Mediation of Perceived Usefulness and Intention to Use

This study explores the mechanism through which system quality influences e-learning system acceptance. Precisely, this study aims to examine how perceived usefulness and intention to use serially mediate the impact of system quality on actual use. The data were collected from three public universities in Jordan. Structural equation modeling was employed to examine 336 questionnaires. The findings reveal that system quality significantly affects perceived usefulness and intention to use, perceived usefulness significantly affects intention to use and actual use, where the intention to use significantly affects actual use of the e-learning system as well. Furthermore, the study also confirms that system quality does not affect the e-learning system actual use directly but indirectly and serially through the two acceptance variables, perceived usefulness and intention to use. Thus, this study improves the understanding of student’s acceptance and behavior towards the e-learning system in Jordan public universities and the effect of system quality attributes on this relationship. Also, this study set certain directions for the decision-makers and university management in designing their strategies.

The Factors Influencing the Acceptance of Web-Based E-Learning System Among Academic Staffs of Saudi Arabia

It is possible to learn more quickly and effectively with e-learning software development because it provides learners with convenient and flexible learning environments. This allows them to progress further in their careers. Reports on web-based e-learning systems for inservice education have frequently neglected to include the viewpoint of the instructor. In order to conduct quantitative research, a sample of 50 academic staff members was selected. The purpose of this study was to investigate various factors that influence the intention to use webbased e-learning, with the theoretical foundation being provided by university lecturers. According to the findings of the study, the intention to use web-based e-learning for in-service training is positively correlated with the motivation to use the Internet and the belief in one's own ability to use the Internet. In terms of intentions to use web-based e-learning in-service training, a statistically significant increase in computer anxiety had an impact. University lecturers embraced Web-based e-learning systems because they believed they would be beneficial and because they were eager to put them to use

E-learning in higher education during COVID-19: evidence from blackboard learning system

PurposeThe blackboard learning system is an online platform designed for e-learning employed by higher education institutes like universities that facilities students to continue learning and educational activities. This study explores the determinants that affect students' acceptance and use of Blackboard learning system (BLS) in Pakistan utilizing the modified UTAUT framework with social isolation as an additional variable.Design/methodology/approachA questionnaire survey was conducted, and the study gathered 494 university students' responses in Pakistan as participants. The collected data were interpreted applying PLS-SEM version 3.2.3 software.FindingsThe study's findings exhibited that PE, EE, FC and SI are the prime determinants influencing the intention and use of BLS in Pakistani universities. Hedonic motivation and social isolation interact differently between UTAUT variables and use intention. The results verify the suitability of the applied theory in the background of the study.Research limitations/implicationsHowever, the findings highlight the present understanding of BLS use from the learners' aspect, but the study's limitation cannot be evaded. The study respondents belonged to a specific region of Pakistan (Karachi) that might influence the usefulness of the outcomes. Other factors categorized as the environmental, system and organizational elements were not part of the study that may also differentiate the BLS acceptance. The model was extended by including the social isolation, but the effect is insignificant yet positive; therefore, it is required to evaluate the model differently, such as the organizational aspect, for future research. Moreover, the ethnic factors that vary in emerging and developed economies may provide different explanations; therefore, they can be incorporated in future studies. Likewise, the variables such as hedonic motivation need to be emphasized more by examining and evaluating its effect on students' education performance in the future.Practical implicationsThe outcome of the study suggests some implications. At first, being the modified framework UTAUT2 application makes the collaboration appropriate according to the current phenomena of the COVID-19 pandemic and its contribution to the higher education region to analyze the acceptance of e-learning systems. Educational institutions within Pakistan would emphasize enhancing students' accomplishment by improving the interface and the blackboard learning system workability. Hence, learners' effectiveness in learning would be escalated; they would be encouraged to accomplish study objectives using BLS, particularly when they consider it easy to use and a useful platform for e-learning during the pandemic. Furthermore, enhancing the e-learning system in the context of the effort demands to be required to utilize BLS should be the foremost objective as learners would be motivated to accept the technology if they consider it simple, convenient, and user-friendly to adopt. Thus, the benefits of using BLS during this situation when universities are not operational will make students adaptable to change in the prospect. Learners will accept the model of online education, even if the universities become operational. However, it can increase the rate of earnings and revenue for universities as they can enroll in online and regular classes. Therefore, it is suggested that higher education management should create a resilient online platform by which facilitators can communicate with learners without any obstacles.Social implicationsHence, it is recommended to introduce the online short course, qualification, certified courses and integrated coursework with international ventures and ongoing classes. Numerous learners continue their studies along with the job. Therefore, it is suggested to introduce online programs for those learners. Another benefit would be that it offers an integrated platform for sharing knowledge. BLS offers to maintain the complete information in one place, and learners can see them as per their convenience based on their availability. This reduces the burden on administration related to keeping the educational material and resource in various files. Thus, it also reduces the expense of universities. It is suggested to emphasize encouraging the use of BLS through an effective plan that can assist in execution and help learners identify the technology features rather than to face difficultly to accept the change. Moreover, the acceptance of BLS for educational purposes verifies that other learning events can occur on the online platform. Thus, it is recommended to promote the origin of the online atmosphere and the initiation of other events. Globally, dynamics are changing frequently and continuously and are moving towards artificial intelligence systems; the circumstances are suitable for promoting online educational platforms' acceptance by incorporating it with the current educational arrangement.Originality/valueThe study provides recommendations for the research to be conducted to explore the modified framework in different regions and boundaries to evaluate the effect of other factors on adopting e-learning platforms.

Factors Associated with students’ Intention to use E-Learning System: A Study from Public Universities of Lahore

The study's primary purpose is to explore the factors affecting the students' intention to use e-learning systems in the COVID pandemic. The model of the “Unified theory of acceptance and use of technology” (UTAUT) was used as a theoretical underpinning. The Independent variables include “performance expectancy, effort expectancy, social influence, facilitating condition,” and the dependent variable is the intention to use e-learning systems. The quantitative data were collected from the postgraduate and undergraduate students of the public universities of Lahore. A total of n=411 students were approached, out of which the responses of only 399 were considered valid and were used for Multiple linear regression through SPSS 25. It was a cross-sectional study. It was found that almost all constructs of the model have a significant positive impact on intention to use e-learning systems. The study's main contribution is exposing the factors that affect the acceptance and use of e-learning systems. This study has several policy implications for policy experts of higher education”.

Acceptance of e-learning system at private university in Indonesia during the covid-19 pandemic: students' perspectives

The Covid-19 pandemic in Indonesia has an impact on changes in policies and the learning process at Budi Luhur University (UBL). The complete online learning policy has been implemented since the 2nd semester of 2019/2020, which began in March 2020. Students and lecturers carry out teaching and learning activities through an e-learning system developed in 2005. Although it has been implemented for a long time, the level of acceptance has never been measured comprehensively. This research has a contribution in measuring the level of acceptance of the e-learning. In addition, before the Covid-19 pandemic, the use of the e-learning system was still partially implemented and only for a few courses. In this study, an analysis of the student acceptance of the UBL e-learning system was carried out by involving respondents and a more comprehensive acceptance model. The modeling used in this study refers to the Comprehensive Technology Acceptance Model (CTAM) with seven exogenous variables and five endogenous variables. Testing and analysis are based on variant-based structural equation models, namely Partial Least Square (PLS) using the SmartPLS application. The results show that nine main factors influence student acceptance of the e-learning system: system quality, content quality, information quality, accessibility, enjoyment, perceived ease of use, perceived usefulness, and student attitudes towards applications and behavioral intention to use. This research is helpful for UBL and other educational institutions as material for developing a quality e-learning system accepted by its users.

Using the UTAUT model to understand students' usage of e-learning systems in developing countries.

Research on information systems has identified a variety of factors across a range of adoption models that determine their acceptance. In this research, the unified theory of acceptance and use of technology (UTAUT), which integrates determinants across eight models, was utilised to analyse students’ intentions to use and their actual usage of Moodle, an e-learning system at Hashemite University, a public university in Jordan, one of developing countries. Four principal determinants of intention and usage were explored: performance expectancy, effort expectancy, social influence, and facilitating conditions. Data were collected from 370 undergraduate students and analysed using structural equation modelling techniques. The results indicated that performance expectancy and effort expectancy affected behavioural intentions to use Moodle whereas social influence did not. In addition, the results confirmed the direct impact of behavioural intentions and facilitating conditions on students’ use of Moodle. UTAUT thus provides a valuable tool that enables university decision makers, faculty members, and designers to understand the factors driving e-learning system acceptance and thus facilitate the adoption of the system by students. The study will help educational institutions prepare e-learning systems, which is especially important during a state of emergency such as that caused by COVID-19.

Adoption of E-learning System in Higher Education Environments: Evidence from Modified UTAUT Model

E-Learning has been an exceptional support for learners across the globe. Many people are using electronic media for different purposes. Hence, learners, especially students, can benefit from the electronic system as well. Therefore, the purpose of this study is to examine the adoption level of e-learning systems by using the extended model of UTAUT2. The data was collected using the survey method, and for this purpose, the five-point Likert scale has been used. The statistical techniques applied to the data set were confirmatory factor analysis and partial least square structural equation modeling. The results reveal that performance expectancy, effort expectancy, social influence, facilitating conditions, habit, knowledge acquisition, and knowledge sharing are positively linked with behavioral intention to use e-learning systems except for hedonic motivation. The modified model adds two new predictors: knowledge acquisition and knowledge sharing that influence students' acceptance of e-learning systems. Therefore, it will provide the educationists and policymakers a new insight into whether students are willing to adopt the E-learning system for daily use. Keywords: E-Learning System, Behavioral intention, Knowledge acquisition, Knowledge sharing, Higher education, PLS-SEM

Factors Affecting Students' Acceptance of e-Learning System in Higher Education

e-Learning has become the most important supporting tool offering independent learning style among students. The main idea of this paper is to dismantle and analyse factors that influence the acceptance of e-Learning among students in higher education. An online questionnaire link was distributed to a sample comprising 123 respondents. Significant relationships and strength of relationship were observed between the e-Learning acceptance, quality, e-Learning self-efficacy, enjoyment, accessibility, and computer playfulness. The findings showed that all factors were positively correlated to the e-Learning system except the enjoyment of e-learning that did not affect the acceptance of e-learning. Conclusively, all factors stated were considered the main criteria in designing effective e-learning system. Future works such as embedding and integrating multimedia elements in the e-learning system will be additional attraction to learners and instructors for the effective learning style.

Junior secondary students’ acceptance and continuance of e-learning system use: a multi-group analysis across social backgrounds

ABSTRACT Although previous research into adults’ acceptance or continued use of technology has been extensive, there is a lack of research study that investigated e-learning systems acceptance and continuance of teenagers with different social backgrounds. This study aimed to explore the cognitive, emotional, and behavioural factors that motivate teenagers’ acceptance and continuance of e-learning system use, and to compare such system use behaviours across teenagers with different social backgrounds. Drawing on the theory of reasoned action, the technology acceptance model, and the expectation-confirmation model, a research model was proposed and tested using data from a three-wave longitudinal survey on 1182 junior secondary students. Structural equation modelling (SEM) was used to test the model with the entire sample. The results showed that perceived ease of use, peer subjective norm, and teacher subjective norm were strong motivators of behavioural intention at all use stages. Multi-group SEM analysis was conducted across teenagers with different gender, experience, and socio-economic status. The results showed significant path differences in all group comparisons, revealing the existence of social divides in the modelled relationships. The majority of these path differences were found in the relationships between satisfaction and its antecedent variables. The findings and implications are discussed.