An Empirical Examination of Individual and System Characteristics on Enhancing E-Learning Acceptance.
An Empirical Examination of Individual and System Characteristics on Enhancing E-Learning Acceptance.
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提高电子学习接受度的个人和系统特征的实证检验。
DOI：
10.14742/ajet.381
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发表时间：
2014
影响因子：
4.1
通讯作者：
S. H. Purnomo
中科院分区：
文献类型：
--
作者：
Yi;Chan Hsiao;S. H. Purnomo
由于在印度尼西亚的高等教育背景下，电子学习利用率不足的持续流行，本研究实证研究个人和系统的特点，相信会影响学生的接受电子学习系统。开发拟议的研究模型是为了使用结构方程建模技术来检查技术接受模型的五个特征的影响。本研究发现，个人特质，电脑自我效能感和网路自我效能感，都扮演重要的角色，间接影响使用数位学习的知觉意图。研究发现，学习内容和技术可及性等系统特征显著影响学习者的接受行为。感知易用性和感知有用性都被发现是感知使用意图的重要预测因素。此外，感知有用性被发现有更多的预测能力比感知易用性的行为意图使用。本研究有助于更好地了解如何提高电子学习的接受，通过改善个人和系统的特性。
Due to the continued prevalence of e-learning underutilization in Indonesia’s higher education context, this study empirically examines individual and system characteristics believed to influence students’ acceptance of e-learning systems. The proposed research model is developed to examine the influence of five characteristics of the Technology Acceptance Model using the Structural Equation Modelling technique. This study found that both individual characteristics, computer self-efficacy and internet self-efficacy, play an important role, indirectly affecting perceived intention to use e-learning. The system characteristics including learning content and technology accessibility have been found to significantly influence learners’ acceptance behaviours. Both perceived ease of use and perceived usefulness were found to be significant predictors of perceived intention to use. Additionally, perceived usefulness was found to have more predictive power than perceived ease of use on behavioural intention to use. This study contributes to a better understanding of how to enhance e-learning acceptance through improvement in individual and system characteristics.