Acceptance Of E-learning Technologies Research Articles

English-Language Lecturers' Acceptance of E-Learning in Libyan Universities; Theoretical Models and Challenges: A Systematic Literature Review

In comparison to developed nations, the utilisation of e-learning in developing countries remains relatively uncommon. Consequently, this research addresses the prevailing call in the academic literature for increased investigation into the reception, integration, and utilisation of e-learning systems and applications among English-language educators in Libyan universities, aiming to contribute to the existing knowledge gap. This study conducted a systematic literature review (SLR) following the PRISMA 2020 guidelines. This rigorous method centred on theories and models related to the acceptance of e-learning technology, the pertinent issues and challenges encountered within Libyan higher education institutions. The findings of the PRISMA-guided review shown that Technological Acceptance Model (TAM) stands as the predominant theoretical framework employed to assess the adoption of e-learning in Libyan universities. Conversely, studies grounded in alternative technological acceptance theories, such as the Unified Theory of Acceptance and Use of Technology (UTAUT) and Theory of Reasoned Action (TRA), are notably scarce. Therefore, this study advocates for the continued utilisation of the TAM framework in forthcoming research endeavours due to its comprehensive foundation in technology acceptance models and its capacity to offer novel insights. The results of this PRISMA-guided study hold potential significance for scholars engaged in the examination of technology adoption for teaching and learning the English language as a foreign language (EFL), particularly in the context of developing countries.

The use of e-learning in universities during the Covid-19 pandemic: An institutional theory perspective

The Covid-19 pandemic has forced universities to change learning methods from face-to-face learning to online learning. This study aims to determine the effect of institutional pressure (coercive, mimetic, and normative) on the use of online learning in universities. This study uses a quantitative approach with a total sample of 357 respondents consisting of 42 lecturers and 315 university students in Yogyakarta and Central Java. This research employs an online questionnaire as a data collection media. The questionnaires were distributed and filled out by respondents from September 2020 to February 2021. The research shows interesting findings because pressure from regulators (coercive) is not a significant predictor of e-learning use. Whereas mimetic and normative pressures have a positive and significant effect on e-learning. This study also categorizes the findings into two groups i.e., lectures and students. Students assume that coercive, mimetic, and normative significantly pressure universities to use online learning. Whereas the lecturers think that the pressure from the regulator has no significant effect because health issues are the main priority. This study contributes to the literature by providing empirical evidence on the acceptance of e-learning technology during the Covid-19 pandemic.

Acceptance of e-learning technology by government school teachers: application of extended technology acceptance model

ABSTRACT The exponential growth of technology in the e-learning sector has reshaped the traditional way of learning because of its efficient and flexible nature. However, e-learning is still in the rudimentary phase of progress in developing countries at schools and universities. It needs to investigate the critical features behind the embracing of e-learning systems in developing countries. This study targeted the schools by investigating the critical factors towards the acceptance of an e-learning system i.e., e-Learn Punjab (e-LP) in Pakistan. Further, this study provided empirical support for acceptance of e-LP, with the proposed model based on the technology acceptance model (TAM). The model integrates factors such as self-efficacy, training, and task technology fit with TAM for inquiring about the user attitude toward e-LP. A cross-sectional survey-based study with self-administration was conducted to collect data from 310 teachers at different government schools in Punjab, a province of Pakistan. The data were analyzed with the structural equation model (SEM) by using analysis of moment structure (AMOS) software. Fallout revealed the direct effect of self-efficacy on ease of use with strong influence of training on both core constructs of TAM. The non-significant influence of self-efficacy and task technology fit was also observed on usefulness.

Generation Z and E-Learning: COVID-19, Personality, and Technology Acceptance

The COVID-19 pandemic has severely affected schools, with traditional in-person operation changing to remote online learning. The rapid, involuntary shift was met with resistance and acceptance in varying degrees by Generation Z students. This study seeks to develop an e-learning technology acceptance model for Generation Z students, with a focus on the environment created by the COVID-19 pandemic. A theoretical framework based on the Technology Acceptance Model (TAM) was extended by 8 factors based on literature review and student input from a prior focus group study and survey (Motamedi et. al., 2021). The survey had 3 parts: 1) background information, 2) personality traits, 3) acceptance model factors. Twenty responses were collected and analyzed using Cronbach’s alphas. The results found the survey items to have good internal consistency. The outcome of this study provides a baseline for future studies to validate the model. The framework provides understanding of Generation Z acceptance of e-learning.

Measuring The Success of E-Learning In Universities Using The Technology Acceptance Model

This study aims to determine the factors of acceptance of e-learning technology in students who use the technology acceptance model, namely perceived usefulness (PU), perceived ease of use (PEOU), an attitude of acceptance of use (ATU), and acceptance (IT) of the e-learning acceptance system. The population in this study were students of state Islamic religious institutes who had participated in the e-learning system. The respondents of this study were students of the Ambon State Islamic Institute of Religion, which collected 30 respondents. The method used in this study uses the technology acceptance model method in the process of data processing using quantitative analysis techniques in the process of analyzing data from research results. The analysis results show that the acceptance of e-learning technology by students of the Islamic Institute of Religion is very well received by users of the Ambon State Islamic Institute of Religion students. The study's results showed that the variable utilization percentage of 76.66% was stated to agree strongly. In comparison, the percentage of 61.66% agreed. Attitudes towards users 70.66% agreed. The study's results show that students in the learning process can accept using e-learning systems.

Acceptance of e-learning applications by accounting students in an online learning environment at residential universities

Technology acceptance models have been used in the higher education context to understand students’ acceptance of various learning technologies. Not only was the use of e-learning technologies heightened during the COVID-19 pandemic, but the shift to predominantly online teaching and learning was abrupt. It has become clear that acceptance of e-learning technology will be crucial for higher education in a post-COVID-19 world. Thus, the purpose of this study was to determine the acceptance of e-learning applications by accounting students at residential universities in South Africa. The Unified Theory of Acceptance and Use of Technology (UTAUT2) was adapted for this study to examine the relevance of its constructs in understanding students’ intent to use e-learning applications. Accounting students registered at four South African universities completed an electronic questionnaire (n = 1 864). Structural Equation Modelling using the Partial Least Squares method was used to test the hypothesised relationships. The findings indicate that performance expectancy, social influence, facilitating conditions, and habit have a significant relationship with behavioural intention to use e-learning applications. However, gender, academic performance, and level of study do not have a significant moderating effect on these relationships. The study reported in this paper contributes to technology acceptance research by testing the UTAUT2 model in a cross-institutional context with a larger sample size than used in similar studies. Furthermore, it has practical value for higher education policymakers, institutions, and lecturers in their attempts to adapt to blended and online learning models.

Exploring students' learning management system acceptance patterns: Antecedents and consequences of profile membership

Although numerous studies have revealed various mechanisms involved in users' technology acceptance behaviors, the literature lacks insights about distinct profiles of teenagers' e-learning technology acceptance and how these profiles are associated with teenagers' contextual backgrounds and continued technology use. This study fills this gap by unpacking teenagers' learning management system (LMS) acceptance patterns through three-step latent profile analysis (LPA). The results of LPA on a survey of 1180 junior secondary students from 25 Hong Kong school identified three profiles, namely: Reluctant Pattern (8%), Embracing Pattern (61%), and Affirmative Pattern (31%), with ascending acceptance of LMS. A number of contextual factors were identified as antecedents of LMS acceptance, including school factors (i.e., school banding), family factors (i.e., family socio-economic status (SES), family environment, and both parents' parenting styles), and personal factors (i.e., gender, experience, conceptions of learning, and ICT literacy). All the antecedents were significantly associated with profile membership, except for family SES and experience. In addition, the three acceptance patterns also affected consequences of LMS acceptance, represented by LMS continued use and use satisfaction. Students from Affirmative Pattern had higher satisfaction and more intensive LMS use than other acceptance patterns. The findings of this study not only contribute to theory through the development of teenagers' different latent profiles of LMS acceptance and relating these profiles to teenagers' contextual characteristics and LMS continued use, but also provide strong implications for future research on teenagers’ e-learning technology use and for practitioners to improve LMS implementation and LMS use among teenagers.

TAM: Acceptance of E-Learning Technology to Students in Masters of Management Learning

This study aims to evaluate the relationship between technology acceptance factors and online learning for Master of Management students at University Muhammadiyah Yogyakarta in terms of perceived usefulness, perceived convenience, subjective norms, attitudes towards use and behavioral intentions. The object used in this research sample is a master of management student. The sample of this study consisted of 140 respondents who were selected by the sampling method. The data analysis technique used in this study was using Structural Equation Modeling (SEM) with the help of AMOS 23 software. Analysis of the quality testing of the data instrument in this study used validity tests, reliability tests. The results showed that perceived usefulness had a significant effect on usage attitudes, usage attitudes had a significant effect on behavioral intentions, perceived usefulness had a significant effect on perceived convenience, perceived ease of use had a significant effect on usage attitudes, perceived usefulness had a significant influence on subjective norms, norms subjective does not have a significant effect on attitudes to use, subjective norms have no significant effect on behavioral intentions.

Acceptance of Technology and e-Learning Among Undergraduate Business Students

Recently, e-Learning during the COVID-19 pandemic have affected all academic institutes all around the world. Academic institutes are facing challenges in keeping the education process in place. In order to keep the education system running at its capacity, academic institutions have had to quickly find solutions to adapt to the situation and overcome delays in many approaches and systems. The increased impact of the World Wide Web are leading to new and innovative ways of learning and education. educators and technology lead assumed that new e-learning system technologies and services enable activities that allow users to be active learners, actively participating in the on-line learning process. The objective of this paper is to examine the acceptance of e-education from the perspective of students and to raise their points of view. The methodology used is a self-reported survey and the PLA approach to confirm the findings. The main finding was that more training for teachers and students are essential to better implement technology in the education. Furthermore, the acceptance of e-Learning technology by students in higher education based on their training and orientations for the concept, while some students confirmed that their face-to-face education is more interaction.

The Adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical Models and Challenges

The adoption of eLearning in developing countries is rare when a comparison is made against the developed nations. Therefore, this study answered calls from numerous literature demanding for more research to investigate the adoption, usage, and application of eLearning systems and applications in Libyan higher education institutions (LHEIs) to contribute to this crucial knowledge gap. Thus, a systematic literature review (SLR) was conducted focusing on the eLearning technology acceptance theories and models and open issues and challenges facing the LHEIs. Hence, the findings revealed that the technology acceptance model (TAM) is the most dominant theoretical model applied to test the adoption of eLearning in LHEIs. The finding further revealed that there are limited studies based on other technology acceptance theories such as the unified theory of acceptance and use of technology (UTAUT), the theory of reasoned action (TRA), and the theory of planned behavior (TPB). Hence, this study recommends the adoption of the UTAUT framework for future research due to its foundation from eight different technology acceptance models, including the dominant TAM theory, which could offer new insights. The findings of this study have the potential for academic researchers wanting to study the acceptance and use of technology for teaching and learning especially in developing countries.

Investigating a theoretical framework for e-learning technology acceptance

E-learning has gained recognition and fame in delivering and distributing educational resources, and the same has become possible with the occurrence of Internet and Web technologies. The research seeks to determine the factors that influence students' acceptance of E-learning and to find out the way these factors determine the students' intention to employ E-learning. A theoretical framework was developed based on the technology acceptance model (TAM). To obtain information from the 270 university students who utilized the E-learning system, a questionnaire was formulated. The results revealed that “social influence, perceived enjoyment, self-efficacy, perceived usefulness, and perceived ease of use” are the strongest and most important predictors in the intention of and students towards E-learning systems. The outcomes offer practical implications for practitioners, lawmakers, and developers in effective E-learning systems implementation to improve ongoing interests and activities of university students in a virtual E-learning atmosphere, valuable recommendations for E-learning practices are given by the research findings, and these may turn out to be as guidelines for the efficient design of E-learning systems.

Gamification Acceptance for Learners with Different E-Skills

As gamification may benefit the learning experience, many Technology Acceptance Models affecting the user's acceptance of using gamification have been investigated. However, there has been limited work on the digital skills level and the adoption of user acceptance gamification. This paper examines the user’s perceptions of gamification acceptance in e- learning environments. For this reason, a research model based on the Technology Acceptance Model (TAM) proposed to reveal the relationships between the constructs of the model and participants with different e-skills Level. The search data collected from 188 participants of a Massive Open Online Courses (MOOC) course focused on enhancing cybersecurity skills. Nonparametric tests and Structural Equation Modelling (SEM) implemented for the hypothesis tests. Findings prove that there are statistical differences among participants with different Level of e-skills on Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Intention Use (IU) and Actual Use (AU). Also, the study reveals significant positive relationships among most of the model’s constructs on gamification acceptance. The extra factor “ICT Level” provides a roadmap deeper understanding of the studies based on e-learning Technology Acceptance Models and show that affect the adoption of user acceptance. https://doi.org/10.26803/ijlter.19.2.1 6

Factors that Influence Secondary School Teachers’ Acceptance of E-learning Technologies in Teaching in the Kingdom of Saudi Arabia

T he researcher used the technology acceptance model (TAM) to investigate the attitudes and factors, which influence secondary school teachers’ acceptance of e-learning technologies in teaching in the city of Mecca in Saudi Arabia. Using a questionnaire, data was collected from 38 secondary schools, and 509 valid usable responses obtained. The participants were chosen at random, and hence the sample is not discriminatory in terms of teachers’ gender, subject specialisations, ages and others. The data was analysed by using SPSS 21.0 package and the Smart PLS 2.0 program, The findings indicate that the TAM can be used to explain the factors influencing teacher technology acceptance, in Saudi Arabian context.

E-Learning in Jordanian Higher Education: Cultural Perspectives and Institutional Readiness

This study explores students’ acceptance of e-learning technology in Jordanian higher educational institutions. A paucity of studies that were conducted in individual institutions indicated that different cultural perspectives and resistance to change are overlaying the wide adoption of e-learning and influencing users’ perceptions pertaining the technology usefulness and/or ease of use. Our study utilises the technology acceptance model (TAM) and explores the influence of the main antecedents of accepting this technology from users’ perspectives, that is, perceived usefulness (PU) and perceived ease of use (PEU) in order to reveal the country’s readiness to adopt this technology and move from individual innovations to institutional standards. The results obtained using a survey-based methodology from three main public and private institutions distributed in multiple geographical areas show that the actual behaviour of usage is influenced by behavioural intention (BI), which is directed by PU, PEU, and attitude. Based on these results, multiple recommendations pertaining to cultural perspectives and educational institutions readiness are proposed and implications of the study are discussed.

Empirical investigation of e-learning acceptance and assimilation: A structural equation model

E-learning has become progressively more vital for academia and corporate training and has potentially become one of the most significant developments and applications in Information Technologies (ITs). This study used a quantitative approach seeking a causative explanation of the decision behavior of individuals toward the acceptance and assimilation of e-learning in academic settings. A survey of 286 participants (students) was conducted to collect the research data. Our study framework was based on the third version of the Technology Acceptance Model (i.e., TAM3) and the data were analyzed using structural equation modeling in order to determine the factors that influence the learners’ intention to use e-learning. Results show the predicting (promoting/inhibiting) factors of e-learning technology acceptance, while also examining some related post-implementation interventions expected to contribute to the acceptance and assimilation of e-learning systems. Our results also indicate that TAM3 holds well in the Arabian culture and also outline valuable outcomes such as: managerial interventions and controls for better organizational e-learning management that can lead to greater acceptance and effective utilization. Hopefully, this study provides a roadmap to more understanding of the success factors and post-implementation interventions contributing to the acceptance and assimilation of e-learning systems in developing countries.

Impact of Innovations Attributes on e-learning Acceptance among Sri Lankan Postgraduate Students

Though e learning is gaining much popularity in Sri Lanka, the actual and potential users of e-learning facilities possess different perceptions towards the acceptance of e-learning technology. As e learning is considered to be an innovative method for the users, the Diffusion of Innovation theory identifies five attributes of innovation namely relative advantage, compatibility, complexity, trialability, observability which impact on the attitude and intention of using e- learning by the users. Therefore examining the impact of innovation attributes on e learning acceptance in Sri Lankan postgraduates is more relevant as it helps to acquire the knowledge on how e learning acceptance is perceived by them. For this purpose random samples of 200 were drawn from the postgraduate students in local based universities in Sri Lanka and it was found that observability and relative advantage has a significant impact on attitude and intention of using e learning among the postgraduate students while least significant innovation attributes were found to be complexity and trialability.DOI: http://dx.doi.org/10.4038/kjm.v2i1.6541 Kelaniya Journal of Management Vol.2(1) 2013:1-17

Investigation of E-Learning Acceptance in Teaching English Language Based on TAM Model

Electronic education and learning is one of accomplishments of mankind which has affected the world tremendously. Since 1990 advancement in technology has led to increasing integrity of electronic-learning courses and also language learning courses. The objective of this study is to examine acceptance of e-learning technology carried out by English teachers and students based on technology acceptance model (TAM). In order to achieve the objective of the research, the researcher has employed descriptive-survey method and also questionnaire and interview with English students and teachers who constitute population of the research. To test the hypotheses of the research, the researcher has employed Pearson correlation test along with SPSS software. The results of the research indicate lack of Perceived ease use and Perceived usefulness of e-learning technology in teaching English.

Acceptance of e-learning technology by Saudi Arabian students in Taibah University, based on Technology Acceptance Model

Acceptance of e-learning technology by Saudi Arabian students in Taibah University, based on Technology Acceptance Model

Cross cultural analysis of the use and perceptions of web Based learning systems

The main objective of this paper is to examine cultural differences and technology acceptances from students of two universities, one is from a European country: Spain, and the other is in Latin America: Chile. Both of them provide their students with e-learning platforms. The technology acceptance model (TAM) and Hofstede's cultural dimensions are the tools used to measure the acceptance and use of web-based learning platforms and cultural diversity of respondents, respectively. In summary, we can affirm that the sample of tertiary Spanish and Chilean students are culturally different with regard to some of Hofstede's dimensions, but their behavior of acceptance of e-learning technology globally matches according to the TAM model. This study provides relevant implications for on-line courses managers' who have tertiary students from different nationalities.

Impact of media richness and flow on e-learning technology acceptance

Advances in e-learning technologies parallels a general increase in sophistication by computer users. The use of just one theory or model, such as the technology acceptance model, is no longer sufficient to study the intended use of e-learning systems. Rather, a combination of theories must be integrated in order to fully capture the complexity of e-learners, who are both system users and learners. The current research presents an integrated theoretical framework to study users’ acceptance of streaming media for e-learning. Three streams of research provide the basis for this integrated framework: the technology acceptance model, flow theory and media richness theory. Students enrolled in an online section of an information systems course used one of three different combinations of text, streamed audio and streamed video. Regression analysis was used to test the hypotheses in this field experiment. Perceived ease of use was a predictor of perceived usefulness; both the perceived usefulness and the attitude of the user were predictors of intention to use. Richer content-presentation types were positively correlated with higher concentration levels but showed mixed results when correlated with perceived usefulness. Results from this study have practical implications for those interested in integrating streaming media into e-learning.