A study on e-learning take-up intention from an innovation adoption perspective: A case in China
A study on e-learning take-up intention from an innovation adoption perspective: A case in China
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DOI：
10.1016/j.compedu.2010.01.009
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发表时间：
2010-08-01
影响因子：
12
通讯作者：
Fu, Zetian
中科院分区：
文献类型：
--
作者：
Duan, Yanqing;He, Qile;Fu, Zetian
本研究旨在从创新采用的角度进行研究。中国学生攻读电子学习学位的意向。通过对中国学生的问卷调查，揭示了他们对英国大学提供的网络学习创新属性的看法以及他们对网络学习的意向。鉴于网络学习的快速发展及其对学习方式的潜在影响，本研究认为，网络学习的采用代表了教育服务的创新，而不仅仅是一种IT技术，因此，它使用罗杰斯的感知创新属性的关系模型来研究电子学习的采用。罗杰斯的模型是适应电子学习环境的问卷调查，收集数据的样本，中国学生（n = 215）。在最后分析之前，对罗杰斯关系模型的维度和有效性进行了评估。研究结果表明，只有感知的兼容性和试用性有显着的影响，电子学习采用意向（C）2010年爱思唯尔有限公司。
This research aims to examine, from an innovation adoption perspective. Chinese students' intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than Just an IT technology It therefore examined e-learning adoption using Rogers's relational model of perceived innovation attributes. Rogers's model was adapted to the e-learning context A questionnaire survey was developed to collect data from a sample of Chinese students (n = 215). Prior to final analysis the dimensionality and validity of the implementation of Rogers's relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention (C) 2010 Elsevier Ltd. All rights reserved.