Are Computer Experience and Anxiety Irrelevant? Towards a Simple Model for Adoption of E-Learning Systems

International Journal of Engineering Pedagogy

ARTICLE

Aamer Hanif¹  Ahmed Faisal Siddiqi²  Zunera Jalil¹ 

[1] Air University;University of Central Punjab

关键词: Technology acceptance;    e-learning systems;    behavioral intention;   

DOI  :  10.3991/ijep.v9i5.11488

来源: International Society for Engineering Education (IGIP), Kassel University Press

【 摘 要 】

Massive growth of technology based e-learning systems is enabling student access to academic content from higher education institutions around the world. This study explores the antecedents of behavioral intention of students to use e-learning systems in university education to supplement classroom learning. A quantitative approach involving a structural equation model is adopted and research data collected from 358 undergraduate students is used for analysis. The study framework is based upon the technology acceptance model (TAM) and three external factors are proposed to influence the behavioral intention of students to use e-learning. Frequently used external factors in previous researches like computer experience and anxiety were not used and alternate factors were explored. Results show that self-efficacy, enjoyment and results demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. The study contributes to understanding such contributory factors from the viewpoint of a student by suggesting that these factors hold well in the Pakistani academia culture where sufficient relevant empirical evidence did not exist due to lack of prior studies.

【 授权许可】

Unknown