Determinants of E-Learning Acceptance in Higher Education Environment Based on Extended Technology Acceptance Model

被引：19

作者：

Al-Mushasha, Nabeel Farouq ^{[1
]}

机构：

[1] Alfaisal Univ, Prince Sultan Coll, Dept Management Informat Syst, Abha, Saudi Arabia

来源：

2013 FOURTH INTERNATIONAL CONFERENCE ON E-LEARNING "BEST PRACTICES IN MANAGEMENT, DESIGN AND DEVELOPMENT OF E-COURSES: STANDARDS OF EXCELLENCE AND CREATIVITY | 2013年

关键词：

Acceptance; TAM; E-Learning; Computer Self-Efficacy; INFORMATION-SYSTEMS; USER ACCEPTANCE; SELF-EFFICACY; BEHAVIORAL INTENTION; PERCEIVED EASE; EXTENSION; MOTIVATION;

D O I：

10.1109/ECONF.2013.50

中图分类号：

TP [自动化技术、计算机技术];

学科分类号：

0812 ;

摘要：

The purpose of the research is to identify the determinants of students' acceptance of e-learning and to investigate how these determinants can shape students' intention to use e-learning. A conceptual framework based on the Technology Acceptance Model (TAM) was modified. Data from a survey of 224 students were used to test the research model. Exploratory factor analysis (EFA) was conducted to examine the reliability and validity of the measurement model, and multiple regression analysis was used to test the research model. The results of this study suggest that perceived usefulness, perceived ease of use, university support, and computer self-efficacy are important determinants of e-learning acceptance in higher education environment.

引用

页码：261 / 266

页数：6

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