Understanding the Continued Usage Intention of Educators toward an e-Learning System

Understanding the Continued Usage Intention of Educators toward an e-Learning System

A.K.M. Najmul Islam
Copyright: © 2013 |Pages: 16
DOI: 10.4018/978-1-4666-2053-7.ch015
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Abstract

The tremendous development of technologies over recent decades has offered many e-learning systems to faculty educators to support teaching. The advantage of using such systems in connection with on-site courses is that it increases flexibility in teaching/learning by making resources available online. However, there is little empirical evidence to suggest which factors shape educators’ continuance intention to use such systems. This study builds a model, based on the Unified Theory of Acceptance and Use of Technology to identify the factors. The model was tested among university educators who use the popular e-learning system, Moodle. The results suggest that the continuance intention is driven by perceived usefulness and access. Perceived ease of use, perceived behavioral control, compatibility, and social influence do not have a significant direct impact on continuance intention, although perceived ease of use and compatibility significantly affect perceived usefulness. Taken together, the core determinants of the continuance intention explained around 70% of the total variance in intention in this study.
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Research Context

In order to understand the research context of this study, a brief introduction of the targeted e-learning system and the research environment are presented.

One e-learning system that may support both the traditional teaching and online teaching is a course management system, also known as a learning management system. A course management system is web-based software used for delivery, tracking and managing education/training. It contains features for distributing courses over the Internet and online collaboration. The educators can track the progress of students using such software. The students may also submit their assignments, download course materials, track their grades, etc. by logging on to the system. Course management systems are very widely used in higher education. For example, in 2005, 95% of all higher education institutions in the UK were using course management systems (Browne et al., 2006).

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