EXPLORING THE IMPACT OF PERCEIVED TEACHING STYLE ON BEHAVIORAL INTENTION TOWARD E-LEARNING SYSTEMS

Enterprises and universities are emphasizing E-learning in Taiwan. According to the report from Taiwan Ministry of Education, more than 81% universities have deployed e-learning systems in 2011. Therefore, it is very important for researchers to evaluate the acceptance and usage of E-leathing systems. In recent years, behavioral intention models (such as TAM, TPB, TAM2, UTAUT) had been used in many researches to examine whether and why people take e-learning technologies. Individual difference has emerged as a dominant mediator in studies on the adoption of information systems. However, few studies discussed cognitive-oriented individual differences in adopting E-learning systems in the education field. This study thus used one of cognitive-oriented individual differences, perceived teaching style, as the dominant mediator in Technology Acceptance Model (TAM) to examine students' different behaviors when using an E-learning system. Cognitive data were gathered through surveying students in one class of a university in Northern Taiwan, and the construct of behavior was evaluated through usage indicators recorded in the used E-learning system. Results showed that there were differences in learning behaviors between students that were assigned to different groups by their perceived teaching style, and the conclusions provided suggestions to teachers when using E-leaming system in their class in the future.