Abstract
This study was conducted to investigate e-learning acceptance and factors influencing higher institutions students. Among the factors involved in this study were perceived ease of use, perceived usefulness, self-efficacy, technology availability, and usage and intention to use. Technology acceptance models (TAM) were used as a basis for the study and for hypothesizing the effects of such variables on the use of e-learning. The research methods used were inclined to the use of quantitative methods of online questionnaire surveys that consist of 23 items based on a Likert scale. The findings of this study found that there is significant influence of self-efficacy on perceived ease of use and perceived usefulness while perceived ease of use has direct impact on perceived usefulness and perceived usefulness has influence on intention to use towards e-learning systems.
TopIntroduction
With recent development of information technology, e-learning has become one of the important technology’s tools in higher educational institutions today. In implementing an information system in an institution, it is necessary to consider the user acceptance. Implementation of the information system is said to fail if there is inability and resistance to the use of the information system. The purpose of this report is fourfold. First, to clarify objectives and purpose of conducting this study. Second, to discuss detailed literature reviews on the conceptualization of e-learning. Third, to analyze and develop detailed theoretical discussion on data collection and hypothesis. Last but not least, to provide recommendations to overcome challenges of current adoption of e-learning.
Key Terms in this Chapter
Technology Training: Technology training of e-learning involves the transfer of knowledge and guidelines about the specific online learning software or system that will be used by the institution as the platform for e-learning. Training can be conducted internally or externally through departments or courses. Training acts as a forerunner to a positive attitude to technology where it eliminates negative effects such anxiety of performing new things that is unpredictable. Thus, training facilitates learners' acceptance towards the system or technology consequently leads to a positive attitude of using the technology specifically e-learning system.
Self-Efficacy: Is the belief we have in our own abilities, specifically our ability to meet the challenges ahead of us and complete a task successfully. General self-efficacy refers to our overall belief in our ability to succeed, but there are many more specific forms of self-efficacy as well (e.g., academic, parenting, sports).
Assistive Technology: Is assistive, adaptive, and rehabilitative devices for People with disability or the elderly population. People with disability often have difficulty performing activities of daily living (ADLs) independently, or even with assistance. ADLs are self-care activities that include toileting, mobility (ambulation), eating, bathing, dressing, grooming, and personal device care. Assistive technology can ameliorate the effects of disabilities that limit the ability to perform ADLs. Assistive technology promotes greater independence by enabling people to perform tasks they were formerly unable to accomplish, or had great difficulty accomplishing, by providing enhancements to, or changing methods of interacting with, the technology needed to accomplish such tasks.
LMS Support Availability: LMS is considered an important component in promoting learners’ belief of new technology and making the system effective. The availability of technical support ensures that obstacle or technical problem learners encountered such as system down or bug error, are brought into solution in a matter of time. Failure to provide support will frustrate users and therefore negatively impact technology. Thus, learners will likely perceive a new learning system as easy to use and useful for their learning when system assistance is readily available through their use of the system.
Awareness Training: Helps employees to understand risks and identify potential attacks they may encounter as they receive email and use the web. Awareness training also acquaints emplyees with best practices for avoiding risk.
Information Technology Apps for Learning: The Apps enable students to acquire lecture materials, take online quizzes or assessments, submit tutorials or assignments, view results, view course materials, see news and announcements, online interaction, anytime and anywhere without any geographical or time barriers. However, the key to effective apps -learning is not from its multimedia, design or user-friendliness, but on how the individuals are engaged by the content. Although the use of apps-learning provides notable benefits for students as a whole, the effectiveness of the use of the system depends on the level of acceptance and use of students. The goals of apps-learning will not be achieved if there is lag and resistance to the use of new technology. The process of implementing apps-learning in the institution might face several factors that constraints the effective use of apps-learning as a learning medium, such as infrastructure issues, the willingness and readiness of the institutions and students.
Technology Acceptance Model (TAM): Is an information systems theory that models how users come to accept and use a technology. The actual system use is the endpoint where people use the technology. Behavioral intention is a factor that leads people to use the technology. The behavioral intention (BI) is influenced by the attitude (A) which is the general impression of the technology.