Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan
The primary questions addressed in this paper are the following: what are the factors that affect students’ adoption of an e-learning system and what are the relationships among these factors? This paper investigates and identifies some of the major factors affecting students’ adoption of an e-l...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Athabasca University Press
2009
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/363d5f9eebb145e9934227de5ed27c9d |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | The primary questions addressed in this paper are the following: what are the factors that affect students’ adoption of an e-learning system and what are the relationships among these factors?
This paper investigates and identifies some of the major factors affecting students’ adoption of an e-learning system in a university in Jordan. E-learning adoption is approached from the information systems acceptance point of view. This suggests that a prior condition for learning effectively using e-learning systems is that students must actually use them. Thus, a greater knowledge of the factors that affect IT adoption and their interrelationships is a pre-cursor to a better understanding of student acceptance of e-learning systems. In turn, this will help and guide those who develop, implement, and deliver e-learning systems.
In this study, an extended version of the Technology Acceptance Model (TAM) was developed to investigate the underlying factors that influence students’ decisions to use an e-learning system. The TAM was populated using data gathered from a survey of 486 undergraduate students using the Moodle based e-learning system at the Arab Open University. The model was estimated using Structural Equation Modelling (SEM). A path model was developed to analyze the relationships between the factors to explain students’ adoption of the e-learning system. Whilst findings support existing literature about prior experience affecting perceptions, they also point to surprising group effects, which may merit future exploration. |
|---|