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1
Al-Azawei, Ahmed Habeeb Said. "Modelling e-learning adoption : the influence of learning style and universal learning theories." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/77921/.
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E-learning faces a high failure rate, particularly in developing nations due to a lack of public acceptance. One of the most commonly adopted theories for investigating this is the Technology Acceptance Model (TAM). However, TAM fails to consider the effect of individual and cultural differences, and environmental variables on users’ technology acceptance. The present research therefore sought to address TAM’s limitations in the elearning context, by considering individual differences adopting the Felder and Silverman Learning Styles Model (FSLSM) and environmental learning factors using the Universal Design for Learning (UDL) framework. It also attempts to identify any barriers to effective e-learning implementation in Iraq. A survey research design comprising analytical and descriptive methods was consequently adopted. Two experiments were conducted in Iraq to validate the proposed research framework from the perspective of undergraduate students. A third experiment was dedicated to in-depth understanding the hindrances to e-learning application in Iraq’s public-sector universities, from the standpoint of undergraduates and academic staff. The findings suggest that the explanatory power of TAM can be improved by integrating learning styles as moderators, although this psychological trait has limited ability to predict e-learning acceptance and learners’ perceptions as well as it is uncorrelated with academic performance. However, combining the UDL model with TAM enhances its power to predict e-learning acceptance and learners’ perceptions. Furthermore, the qualitative outcomes identify many barriers to e-learning implementation in Iraq, supporting the quantitative analysis and highlighting other factors that could influence e-learning acceptance. This study should provide valuable information for scholars, leadership, e-learning providers and instructors, while also contributing to TAM, learning styles and universal learning theories. It is the first of its kind to examine e-learning acceptance in Iraq, in terms of the integrated factors. This research is also the first to compare the influence of learning styles and universal learning theories on e-learning experience. Accordingly, it extends the existing literature and fills a research gap in the Iraqi context, with empirical implications being discussed for further research.
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Namirembe, Esther. "E-learning in universities in Uganda: predictors of successful adoption." Doctoral thesis, Faculty of Commerce, 2019. https://hdl.handle.net/11427/31840.
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Adoption of e-learning technology has been carried out by numerous universities in the developing countries with the aim of advancing the knowledge society and economic development. However, the adoption of e-learning technology in the said universities is fraught with challenges leading to low level use for instructional purposes. The study aims at: (i) identifying the predictors of successful adoption of e-learning, (ii) investigating causes of failures of past e-learning information systems initiatives, and (iii) developing a predictive framework for the advancement of e-learning programmes for universities in Uganda. In order to determine possible predictors of successful adoption, the researcher adopted the configurational (Gestalts) approach. The hypotheses were tested in a survey that involved 73 lecturers and 184 students from Uganda’s Makerere University and Gulu University. The respondents’ opinions are obtained using questionnaires and interviews and analysed using descriptive, clustering and deductive thematic analyses techniques. The research identified four analytical clusters from the target group of the lecturers, while the target group of the students are described by six analytical clusters. Results from cluster 1 among lecturers indicate that successful adoption is dependent on being familiar with the objectives of the university’s e-learning policies, finding time to experiment with ICT, availability of financial support and commitment of university management. However, it should be noted that while the study was conducted within two Universities, the majority of the lecturer respondents were from Makerere University. Therefore, while organisational characteristics contribute to the adoption of e-learning among lecturers, their influence is more pronounced in the established university, that is, Makerere. Both lecturers and students adopt e-learning facilities at later stages of their studies or career which raises great concern. The majority of the lecturers in the lead cluster were male and PhD holders while most of the students in the lead cluster were male and in their second year of study. Lecturers in Cluster 1 are adopters because of the knowledge and long-time experience with e-learning facilities compared to their counterparts in Clusters 2 and 3. Students in Cluster 4 were adopters because they had more knowledge and skills in the use of ICTs than their counterparts in the other clusters. Cluster 3 and 6 among lecturers and students respectively were least adopters of e-learning mainly because they were unfamiliar with the university e-learning policy. The main causes of failure of past e-learning information systems initiatives were lack of structured approach to e-learning and inadequate empowerment. From the cluster findings, a predictive framework for the advancement of e-learning programmes in universities in Uganda was developed. It was recommended that: adoption of e-learning technology should be encouraged during the early school years of the students and earlier career years of the academic if universities are to be competitive.
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Al-Harbi, Khlood Ras. "Investigating factors influencing the adoption of e-learning : Saudi students’ perspective." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9692.
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This research aimed at investigating the factors influencing students’ intention to adopt e-learning as a supplementary tool (BIS) and for distance education (BID). A model based on the theory of Planned Behaviour (Ajzen, 1985) was developed in which the students’ attitude (AT), Subjective Norm (SN) and Perceived Behavioural Control (PBC) were proposed as determinants of the students’ behavioural intention to adopt e-learning (BI). The model hypothesised that gender and internet experience moderate the effects of these factors. The model also suggested some factors as antecedents to AT, SN and PBC. The study adopted a mixed methods approach, involving two small-scale qualitative phases and one major quantitative phase. The samples were drawn from students at a Saudi University. The results revealed that the model explained 20% of the students’ BIS and 41% of the students’ BID. Moreover, the results revealed that PBC, or the students’ perceptions of the existence of constraints that can hamper their adoption of e-learning, was the most significant factor influencing their BIS and BID. Furthermore, for the adoption of e-learning to supplement the face-to-face study, SN or the students’ perceptions of the social pressures put on them to adopt e-learning, was the second important factor influencing their decision, followed by AT. On the other hand, in the context of adopting e-learning for distance education, AT was more significant than the students’ SN. In addition, gender was found to only moderate the link between PBC and BID. Internet experience was found to moderate the link between AT and BIS as well as the link between PBC and BID. The findings showed that e-learning perceived Ease of Use, Usefulness, Interactivity and Flexibility determined AT. The beliefs of the students’ peers, family and instructors were found to shape their SN. Perceived Accessibility was the most significant antecedent of PBC, followed by Internet Self-Efficacy and finally, University Support. Moreover, the students did not show differences in BIS when they were compared, based on some selected demographics, while they showed differences in BID when they were compared on the same demographics. Semi-structured interviews were also conducted with six students to shed light on some of the results.
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Montandon, Corinne. "Adoption von e-Learning-Standards und -Spezifikationen in Hochschulprojekten im deutschen Sprachraum." Lohmar Köln Eul, 2008. http://d-nb.info/993818218/04.
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Mourady, Ahmed. "Open source e-learning application adoption : medical colleges in a developing world." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20764/.
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A review of normative literature, in the field of Electronic Learning (e-learning) implementation, indicates that traditional approaches to e-learning implementation in higher education have failed to result in cost effective, integrated and sustainable learning environment. In addressing this issue, a new movement called Open Source (OS) has emerged and addresses most of traditional e-learning application by resulting in the development of reusable and manageable platforms. The use of Open Source E-Leaming Applications (OSELA) in Higher Education Institutes (HEI) is a new research area with many research issues needing to be investigated. At this end, OSELA adoption has not efficiently studied with HEI and researchers needing to understand and analyze OSELA adoption. This work examines the introduction of Open Source E-Learning Applications in Higher Education Institutes and proposes a novel model for its adoption. The model is based on a comprehensive set of factors that influence the introduction of OSELA in HEI.The work is based on a qualitative case study approach to examine the concepts of the proposed model for the adoption of OSELA. In doing so, three case studies were conducted in Medical Higher Education Institutions. The case studies were presented and analyzed. However, some modifications were made to the conceptual model as some complementary factors emerged during the empirical research. The main factors that influence the adoption of OSELA are: (a) costs; (b) benefits; (c) barriers; (d) external pressures; (e) support; (f) level of IT sophistication; (g) limitations of existing IT infrastructure, (h) internal pressure and, (i) an evaluation framework that supports higher education institutes to assess OSELA.The proposed model makes novel contribution and can be used as a decision-making tool to support management when taking decisions regarding the adoption of OSELA. Additionally, it can be used by researchers to analyse and understand the adoption of Open Source Software for E-learning.
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Snyder, Warren E. "Perceptions on the Diffusion and Adoption of SkillSoft®, an e-learning program: A Case Study of a Military Organization." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26675.
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The purpose of this qualitative case study was to better understand how the diffusion (spread) and adoption (acceptance) of SkillSoft® (an e-learning product) occurred among employees of one military organization and to distill individual perceptions regarding influences that affected the process. This case study focused on the process and its challenges. Relating personal perceptions of the process and how various categories of influences (personal, organizational, technological, mandated policy, change) may have affected the process in a military organization provides a unique account that has been lacking in the literature.
The results of this case study resonate with earlier research by Rogers (1983), Weinstein (1981), Sherry (1997), and Schein (1985), which found that influences (personal, organizational and technological) can have a dynamic effect on the diffusion and adoption of an innovation such as SkillSoft®. The study findings revealed that interviewees preferred job related e-learning experiences which support prior research by Bonk and Wisher (2000), and research by Thomerson and Smith (1996) who found that change in the way training is delivered can have an effect on the individual’s willingness to adopt an e-learning program like SkillSoft®. The study augments previous findings by Berge, (1997) indicating that culture can be a barrier to the implementation of on-line learning.
The findings illuminated that awareness of the organization’ s environment (culture, mission, organization structure, decision-making process, communications channels, skills of employees), users’ requirements, as well as the product’s (SkillSoft®) fit with individual learning styles, are key elements to be considered when implementing an e-learning product in a military setting.
Post Script
With the acquisition of SMARTFORCE®, SkillSoft® Corporation was able to diversify its e-learning training opportunities (course library) to better meet the learning requirements of military personnel since the initiation of this case study. Currently the 2003 SkillSoft® SMARTFORCE® library of courses is available free of charge on-line and is enhancing the knowledge and skills of active duty, reserve military personnel and Department of Defense government civilians.Ph. D.
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Alshammari, Mohammed S. "Academics' adoption and usage of learning management systems in Saudi Arabia's universities." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11123.
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Learning Management Systems (LMS) have become a common feature in contemporary Higher Education institutions worldwide. LMS literature shows that the level of interest and/or knowledge among academics towards the importance and usefulness of these systems, and the opportunities they can bring to the teaching process are key factors affecting the degree of use of LMS in HE. To date, most of these studies have taken place in the context of developed countries, and there is only limited research in other areas. In recent years, LMS have been adopted widely in Saudi Arabia’s Higher Education sector, however, there are no strong and detailed data regarding the subject in this context, which could impede future developments. On the other hand, academics were chosen as the main focus of this investigation because studies have revealed that they have the most vital role in promoting and enhancing the use of LMS. Therefore, this research investigates academics’ adoption and usage of LMS in Saudi Arabia’s universities; it aims to understand the adoption conditions and identify what factors truly affect the adoption process and to what level are the systems being used and why. The investigation was guided by Grounded Theory research principles. Initially, a review of the literature identified the nature of LMS along with the issues confronting academics when they are trying to use it to its full potential in supporting the delivery of their courses. Afterwards, questionnaires were employed to further explore the phenomenon in its examined context, i.e. Saudi higher education. The generated data and concepts were then used to guide the research process and to develop interview questions. The interviews were carried out at three Saudi universities with a range of stakeholders, which signified the primary data source in this investigation. Analysis revealed that LMS did not emerge as a well-established component of academics’ activities in Saudi universities despite the positive view respondents expressed towards it. Findings also explained why LMS was either considered a secondary method to support face-to-face teaching, or under-utilised in fully online courses. Furthermore, findings revealed the primary factors influencing academics’ level of use of LMS. Moreover, there were issues identified in relation to the academics’ development and training for LMS, which had a significant effect on the academics’ level of use of LMS. Findings were then integrated into a substantive theory and a theoretical model, which represents the research primary outcome. The theoretical outcomes offer abstract explanation of the phenomenon about adopting innovatory systems in Saudi universities, LMS in this instance. In conclusion, suggestions for improving the current provision of LMS in Saudi Universities are made. Overall, this study provided an insight into the environment surrounding the early adoption phases of LMS in Saudi universities, which offers a better understanding of the phenomenon. Subsequently, this will help enhance the adoption process in current contexts and assist in the better future utilisation of these systems in similar situations.
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Qteishat, Mazen Kamal. "Evaluating stakeholder attitudes to ICT in the adoption of E-learning in Jordan." Thesis, Sheffield Hallam University, 2010. http://shura.shu.ac.uk/20256/.
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E-Learning is gaining increased importance in government agendas and among other stakeholders such as academics, students and technology Providers. This study examines the factors contributing to attitudes towards E-Learning in higher education among stakeholders in Jordan. The research developed a TAM-EL model for predicting the intention to adopt E-Learning based on the constructs of the Technology Acceptance Model (TAM). TAM-EL proposes that Perception of usefulness of technology, Perception of ease of use of the technology, Patronised (degree support for the technology), and Practised (previous experience with the technology) influence attitude towards adoption of E-Learning. The main research question of the study was: To what extent does the proposed model, in particular the role of the components Perception, Patronised, and Practised, play in the adoption of E-Learning? The TAM-EL model was tested using data collected from a large sample of participants representing E-Learning Users and Providers from universities in Jordan. The partial least square method was used to test the model for the study and regression and multiple regression analysis were used to test the hypotheses of the study. The findings of the study validated the TAM-EL model for technology adoption among Users and Providers of E-Learning in Jordan. Moreover, attitude of Providers towards E-Learning was found to be a very strong predictor of the adoption of E-Learning by the institution, accounting for approximately three-quarters of the variance in prediction of E-Learning. In addition, the degree of support for Providers as measured by the Patronised variable accounted for approximately two-thirds of the variance in Prediction of E-Learning, suggesting that this variable is a significant factor contributing to Attitude and to Prediction. Additionally, the findings and the analysis indicate that Users also have an important role as stakeholders in the adoption of E-Learning in Jordan. While the variable of Attitude contributes to approximately 57% of the variance in the Prediction of E-Learning, the variable of Patronised contributes only approximately 28% of the variance in the Prediction of E-Learning. Moreover, the findings show a marked difference between Users' and Providers' Attitudes towards E-learning and therefore an obvious recommendation is the need to engage Users in a more determined manner.
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Alkharang, Mubarak M. "Factors that influence the adoption of e-learning : an empirical study in Kuwait." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/11447.
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E-learning has emerged as a necessity to meet the challenges posed by the development of information technology and its potential for greater access to knowledge. The general hypothesis of this research is that; e-learning as an organizational activity started in the developed countries, and as such, the implementation models developed there are taken as a benchmark. The implementation barriers and the influential factors for adopting e-learning in different regions and societies may or may not be the same as those found in the developed countries (with varying degrees of intensity or importance). Hence, those available implementation models may not necessary be followed in all stages and steps when used by different countries and societies. Accordingly, the implementation barriers and the influential factor may differ from one case to another. Since e-learning is respectively new in Kuwait and no comprehensive studies about the adoption of e-learning or the important factors that would influence the adoption of e-learning in Kuwait (ref), the aim of this research is to investigate and find the main and important factors that would influence the acceptance and adoption of elearning in Kuwait as an example of a developing country. In order to realize the aim of this research, the e-learning literature was reviewed, and an exploratory study was conducted in Kuwait. The exploratory study explored the state of e-learning in Kuwait and investigated the influential issues to e-learning adoption. Then, a conceptual model was proposed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, and amended it with the outcomes of the exploratory study to suit the context of the study. The proposed conceptual model was developed to study e-learning adoption in Kuwait and to offer a further explanation of the adoption of e-learning in the Kuwaiti context. Triangulation in data collection was used to examine and validate the conceptual model, where quantitative and qualitative methods were used. A questionnaire-based survey was firstly conducted, followed by an interview-based field study. This thesis concludes by highlighting the main findings of the research, and presenting the main contributions of this research.
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Walimbwa, Michael. "An investigation into the initial adoption of e-learning innovation in teaching and learning: the case of Makerere University." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11217.
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Includes bibliographical references.E-learning is the use of electronic devices and networks to engage in synchronous and asynchronous learning activities. E-learning is being increasingly adopted in higher educational institutions. Research in this area has tended to focus on innovations and implementations and little has been done on adoption of this highly pervasive technology at an institutional level, particularly within Africa. The motivation for this study was to examine how an African University, in this case Makerere University, can enhance the adoption of e-learning in teaching and learning. The research used Rogers’ diffusion of innovations (DoI) theory to explore the initial adoption of e-learning. It was felt that the enormous amount of experiences that early adopters and innovators could share regarding e-learning could assist as e-learning becomes more of a mainstream activity within the university.
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Russell, Carol Faculty of Engineering UNSW. "E-learning adoption in a campus university as a complex adaptive system: mapping lecturer strategies." Awarded by:University of Leicester, 2008. http://handle.unsw.edu.au/1959.4/39597.
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The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities. The literature on learning and teaching in higher education indicates that lecturers??? ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching. The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies. A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows??? participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.
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El, Zayat Mohamed Fathi. "A strategy to improve E-learning adoption, implementation and development in higher education in Egypt." Thesis, University of Sunderland, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515682.
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Russell, Carol. "E-learning adoption in a campus university as a complex adaptive system : mapping lecturer strategies." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4373.
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The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities. The literature on learning and teaching in higher education indicates that lecturers’ ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching. The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies. A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows’ participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.
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Rakhyoot, Widad Abdul Alim. "Institutional and individual barriers of e-learning adoption in higher education in Oman : academics' perspectives." Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28280.
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In the past two decades, rapidadvances in information and communications technology (ICT) have encouraged someeducators to opt for technologicallearning environments to support teaching and learning. As aresultE-learning has grownto be an essential elementof vast Higher education institutions around the world with large investments to improve the quality of teaching and learning. In spite of all these investments on E-learning facilities, academics face challenges that discourage them from changing to this mode of delivery. The goal of this study was to explore and examine academics perceptions on the factors that inhibit the adoption of E-learning in Higher education in Oman. The key focus of the study is on the examination of how the institutional and individual barriers affect the adoption of E-learning by academics. Thirty academics from three teaching faculties at Sultan Qaboos University (SQU) participated in this study. Through teachers’ semi-structured interviews and LMS use statistics, this study signifies the factors that hinder academics use of E-learning. The findings from this study reveal (a) that academics have positive perceptions of the use of E-learning in teaching and learning, (b) that academics perceive that lack of specialized training, lack of solid IT infrastructure, lack of accessible E-learning support, and lack of E-learning strategy are the main institutional barriers to academics’ E-learning adoption, and (c) that academics believe that lack of awareness of E-learning effectiveness, lack of knowledge of integrating E-learning in teaching, and resistance to change were the main individual academics’ barriers to E-learning adoption. Furthermore academics with more E-learning support structures have more positive attitudes and adoption level of E-learning. The findings from this study deepen our understanding of E-learning adoption in the higher education context in Oman through examining the issues associated with institutional barriers and their effect on individual barriers of academics’ adoption of E-learning technologies.
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Grewal, Simran Kaur. "A case study investigation into the diffusion of e-mediated learning technology in UK higher education." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/4863.
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This thesis addresses the following research paradox: Despite continual investment in e-mediated learning technology by higher education institutions, why has technological diffusion within UK universities been a slow process? It will be argued that the level of investment in e-mediated learning technology by UK universities and the impact of this technology across higher education as a whole, makes this subject area an appropriate setting in which to study this phenomenon. An interpretivist case study investigation of the adaptation process of e-mediated learning technology by academic staff is analysed through the development of a grounded theory approach. The investigation will show that the majority of academic staff in the School of Management at the Case Study University are adopting e-mediated learning technology at a basic level. Various factors can combine to influence technological adoption. These include conflicting priorities for academic staff, IT skills levels and the potential for the technology to transform the social relation between the academic member of staff and student leading towards a heightened culture of expectation. In addition, the study will show that e-mediated learning technology has the ability to place the expertise of the academic member of staff in a vulnerable position. Together these factors can combine to affect the successful diffusion of e-mediated learning technologies in UK universities. At a more critical level, the research identifies that using models of critical mass in isolation to indicate the take-up of multi-functional e-mediated learning technologies are misleading. As such, models that incorporate the levels and stages, as well as the pace of adoption provide a more detailed perspective of the successful diffusion of e-mediated learning technology.
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Petit, dit Dariel Odessa. "Exploring e-learning adoption in nurse education : a socio-cultural case study using Q and Bourdieu." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12256/.
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This research study employed Q-methodology (Q) to explore the factors influencing e-learning adoption in a nurse education context, and Bourdieu’s Theory of Practice (TOP) to analyse these findings using a case study of one school of nursing in the UK. E-learning adoption has been limited in nurse education despite a wide body of literature promoting its use for improved learning outcomes. Most research studies to date have used surveys to explore the overarching factors influencing academics to adopt e-learning across higher education more generally, but these findings have not identified the underlying issues influencing their responses to these factors, nor do they allow a deep analysis of discipline-specific factors. This study identified four groups (Factors) of academics each responding differently towards e-learning in their teaching. The first group represented the ‘e-advocates’ who saw technology as having the potential to improve nurse education by giving more control to learners and preparing future nurses for their evolving role in health care. The second group represented the ‘humanists’ who although sharing similar pedagogical beliefs as the first group had not been motivated to engage with technology because of the value they placed on human interaction. The third group was described as the ‘sceptics’ who had had previous negative experiences with e-learning and were unconvinced about technology’s ability to improve learning outcomes. Finally, the fourth factor, the ‘pragmatics,’ although ostensibly positive in their views towards e-learning, held different pedagogical beliefs from the three other groups and felt it was their responsibility to cover certain content in a face-to-face setting. The unique combination of Q and Bourdieu’s TOP enabled a deeper analysis of the four groups’ views and the socio-cultural context shaping them, thus providing new insights into academics’ responses to e-learning. Moving beyond the binary labels commonly attributed to those considered either ‘early adopters’ or ‘laggards,’ the findings make a contribution to the e-learning adoption literature by revealing a wider breadth of views and responses towards technology. Moreover, this study showed that internal beliefs determined the extent to which external factors were perceived as influential. This serves to explain why some individuals overcome certain barriers to e-learning adoption whilst others succumb to them. The findings from this study will inform policy-makers, e-learning strategists and professional development staff on how to more effectively present and promote e-learning.
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Martins, Jorge Tiago. "Pathways to trust and adoption : a grounded theory of academics' perceptions of e-learning in Portugal." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4834/.
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Corrigan, Julie A. "From Digital Divide to Digital Opportunity: the Adoption of e-Tutoring in a Rural School District." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20297.
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The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent
mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream
students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.
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Acosta, Gonzaga Elizabeth. "The implementation of a rich formative assessment environment in mathematics and related subjects." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/the-implementation-of-a-rich-formative-assessment-environment-in-mathematics-and-related-subjects(bef8117f-362e-46b8-b602-28c4d53e6a80).html.
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Currently, Information and Communication Technology (ICT) is available to almosteveryone. In the last few decades its impact has widely expanded in all fieldsincluding the educational one. There are important attitudinal factors affecting theusage of learning technology successfully. Information system researchers haveidentified the importance of personal factors, such as attitudes, beliefs, culture andbehaviours in technology acceptance (Davis, Bagozzi, & Warshaw, 1992). Previousresearch has analysed these factors in the acceptance of educational technology inhigher education (Liu, Liao, & Pratt, 2009), (Teo, 2009), (Terzis & Economides, 2011),(Cheung & Vogel, 2013). However, the factors playing a role in a mathematicalcontext have not been fully analysed. This research explores the role of several attitudinal factors in the acceptance ofeducational technology for the assessment process in mathematics in a highereducation setting. We examine the effects of formative on-line feedback on theadoption of educational technology by analysing both teachers' and students'opinions regarding enriched formative on-line assessment for mathematics. Ourresults suggest that UK students find on-line feedback is more enjoyable and usefulthan traditional feedback. Attitude and enjoyment are two important factorsinfluencing usage intentions. Results also show that two influential factors to facilitateusing the on-line testing environment are that feeling confident about computers andthe availability of information technology services. In Mexico, findings reveal thatstudents' attitude has the strongest influence on usage intentions which means thattheir feelings and opinions are important. They also think that on-line feedback ismore enjoyable than face-to-face feedback. Students who are proficient in on-linetesting are more likely to find it easy to use. Students also agree that when an on-lineenvironment is easy to use, it is also more likely that they consider it as useful andenjoyable. Taking into account these results can be the best way to design amathematics e-assessment activity for UK and Mexican students. UK instructors agreethat on-line assessments are useful tools to enrich instructional strategies. Teachersin Mexico have a similar opinion. Both results show that they really value providingon-line feedback.
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Renzi, Stefano. "Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior." University of Western Australia. Graduate School of Management, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0193.
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[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:
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Mutlu, Nevin. "Optimal demand shaping strategies for dual-channel retailers in the face of evolving consumer behavior." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79657.
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The advent of the Internet has not only enabled traditional brick-and-mortar retailers to open online channels, but also provided a platform that facilitated consumer-to-consumer information exchange on retailers and/or products. As a result, the purchasing decisions of today's consumers are often affected by the purchasing decisions of other consumers. In this dissertation, we adopt an interdisciplinary approach that brings together tools and concepts from operations management, economics, systems dynamics and marketing literatures to create analytical models in order to address a dual-channel retailer's optimal demand shaping strategy, through e-commerce advertisement efforts, store service levels, and pricing, in this new environment. Our findings show that the retailer's optimal demand shaping strategy, in terms of store service levels and e-commerce advertisement effort, critically depends on the product's e-commerce adoption phase. We also show that in the presence of higher operating costs for the store channel compared to the online channels, a channel-tailored pricing policy always dominates a uniform pricing strategy. Our work sheds light on the benefits of channel integration for multi-channel retailers. We show that the retailer can leverage the online channels to provide in-store pricing and inventory availability information in order to enable a more transparent shopping experience for consumers, and this strategy results in a "win-win" situation for all parties.Ph. D.
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Zengin, Selcuk. "E-Learning and In-Service Training: An Exploration of the Beliefs and Practices of Trainers and Trainees in the Turkish National Police." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3895/.
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This targeted research study, carried out by an officer of the Turkish National Police (TNP), investigated the perceptions and beliefs of TNP trainers and trainees towards the potential adoption and implementation of e-learning technology for in-service police training. Utilizing diffusion and innovation theory (DOI) (Rogers, 1995) and the conceptual technology integration process model (CTIM) (Nicolle, 2005), two different surveys were administered; one to the trainers and one to the trainees. The factor analyses revealed three shared trainer and trainee perceptions: A positive perception towards e-learning, personally and for the TNP; a belief in the importance of administrative support for e-learning integration; and the belief in importance of appropriate resources to facilitate integration and maintain implementation. Three major recommendations were made for the TNP. First, the research findings could be used as a road map by the TNP Education Department to provide a more flexible system to disseminate in-service training information. The second is to establish two-way channels of communication between the administration and the TNP personnel to efficiently operationalize the adoption and integration of e-learning technology. The third is the administrative provision of necessary hardware, software, and technical support.
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Esterhuizen, Hendrik Daniel. "The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8736.
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North-West University in South Africa is committed to expanding use of learning technologies
for contact and distance education students by augmenting the existing NWU teaching and
learning policy with an e-learning policy. The School of Continuing Teacher Education at
North-West University is currently training about 24 000 in-service teacher students through
Open Distance Learning. Only a few students submit assignments in typed format and
seldom electronically. Students rarely use electronic technologies to augment their learning,
and the SCTE employs few to support students. This does not comply with the South African
Government’s policy on e-Education that demands information and communication
technology mastery in teacher training.
The aim of this research was integration of learning technologies in open distance learning at
SCTE NWU through recommendations compiled in a sociologically transformative emergent
implementation framework. The researcher followed a concurrent mixed-method
sociologically transformative approach, focussing on the use of technology for social
empowerment to cross the digital divide, through a theoretical lens of ICT for development.
The lived experience in the natural setting of distance education students, lecturers, and
involved stakeholders was used as initial data collection, informed by a continuous literature
study of emergent learning technology use.
Purposeful sampling was used during participant selection. The role of the researcher was
that of participant observer, interviewer, and human instrument, from a position of
methodological pragmatism as a method of inquiry. Using a design-based research
approach, the thesis addresses the main research question through five research papers;
each addressing one of the sub-questions as design-based research cycles, while
collectively addressing the research problem to address the main research question. Nonstandardised
measuring instruments were developed based on themes identified from
literature and the analysis of qualitative data. Significant barriers to population-wide ICT
adoption exist. Strong intentions of perseverance in attaining functional computer literacy
are evident. Support and enablement are required to promote trust to attempt using
computers, necessary to obtain self-confidence through accomplishment. In this way
perseverance to attain functional computer literacy may be cultivated.
The study presents a model for intention to use, confidence, trust and perseverance in
attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional
model for computer literacy learning emotions is presented. Perceptions during
professional development produced a model for faculty development towards socially
transformative learning technology integration for open distance learning. The researcher
also presents a people-technology interaction in teaching and learning model in the fifth
paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive
seamless support, based on requirements identified through bottom-up feedback listening to
latent requests of participants. Technology-enhanced learning integration should be
legitimised through visible commitment from the university as institution. Lecturer training,
innovative planning of time issues, acquisition of appropriate infrastructure, buying in from
the institution and IT support services, and support of teacher-students are all essential for
evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of
newly industrialised context clients.Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013
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Machado, Petruska de Araujo. "Adoção e uso de tecnologia : uma análise entre as características de inovação tecnológica e o comportamento dos docentes em torno do uso do Moodle." Universidade Federal da Paraíba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/3771.
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In this study, the research model based on the technology acceptance model (TAM) (DAVIS et al., 1989) and innovation diffusion theory (IDT) (ROGERS, 2003) was used to analyze the relation between the characteristics of innovation and teacher s behavior in the process of adoption and use of Moodle in the undergraduate courses at distance. Survey was applied with 162 teachers at distance of Universidade Federal da Paraíba Virtual, issue focusing on the perceived characteristics of innovation, attitude and intention about the use of Moodle. Multivariate statistical techniques were performed: 1) content-vality to analyze the complete structure of scale for relevance and representativeness of items and to verify which items refer to construct in question; 2) exploratory factory analysis to know the structure of interrelationship of the original variables of IDT; 3) confirmatory factor analysis to guarantee conceptual validity for the pattern observed; 4) coefficient alpha to verify the homogeneity of set of items; 5) ANOVA to verify the likely differences between the groups of respondents; and 6) multiple regression analysis to analyze the relation between constructs. Results showed that not all factors of IDT had effect on attitude and intention. Only three constructs had significant effect on attitude and/or intention: relative advantage+compatibility for work style (β = 0,792), visibility (β = 0,166) and result demonstrability (β = 0,152). Moreover, teachers had a positive attitude in relation to use of Moodle and a positive intention in relation to use in the future. It was not possible to confirm all the relation of TAM, probably this verification was been compromised for some problems in the measurement process, thus, the only unsupported relationship of TAM was the effect of complexity on attitude. An academic contribution was that although some constructs of IDT did not show effect on the constructs of TAM, the model provided evidence of appropriated application of constructs of TAM with IDT to measure attitude and intention of use of Moodle. A management contribution was the understanding and prediction the teacher s behavior in relation to adoption and use process of Moodle, being possible to verify the effectiveness of innovative project of distance learning in the UFPB Virtual.
Nesse estudo, o modelo de pesquisa baseado no modelo de aceitação da tecnologia (Technology Acceptance Model - TAM) (DAVIS et al., 1989) e na teoria da difusão da inovação (Innovation Diffusion Theory - IDT) (ROGERS, 2003) foi usado para analisar a relação entre as características de inovação e o comportamento dos docentes no processo de adoção e de uso do Moodle em cursos de graduação a distância. Foi utilizada uma estratégia de levantamento (survey) aplicado a 162 docentes a distância da Universidade Federal da Paraíba Virtual, focando questão sobre as características percebidas de inovação, atitude e intenção em torno do uso do Moodle. Foram realizadas técnicas estatísticas multivariadas: 1) validação de translação para analisar a estrutura completa das escalas em relação à pertinência e representatividade dos itens e a verificação de que os itens propostos remetem ao construto em questão; 2) análise fatorial exploratória para conhecer a estrutura das inter-relações das variáveis originais da IDT; 3) análise fatorial confirmatória para garantir a validade conceitual para os padrões observados; 4) alpha de Cronbach para verificar a homogeneidade do conjunto de itens das escalas; 5) ANOVA para verificar as possíveis diferenças entre os grupos de respondentes; e 6) análise de regressão múltipla para analisar a relação entre os construtos. Os resultados revelaram que nem todos os fatores da IDT tiveram efeito sobre atitude e intenção. Apenas três construtos apresentaram efeito significativo sobre a atitude e/ou intenção: avanço relativo+compatibilidade por estilo de trabalho (β = 0,792), visibilidade (β = 0,166) e demonstrabilidade de resultado (β = 0,152). Além disso, os docentes tiveram uma atitude positiva em relação ao uso do Moodle bem como uma intenção positiva em relação ao seu uso futuro. Não foi possível confirmar todos os relacionamentos do TAM, provavelmente essa verificação foi comprometida por alguns problemas no processo de mensuração das escalas, sendo assim, o único relacionamento do TAM não suportado foi o efeito de complexidade sobre atitude. Uma contribuição acadêmica foi que apesar de alguns construtos da IDT não terem apresentado efeito sobre os construtos do TAM, o modelo forneceu evidência de aplicação apropriada dos construtos do TAM com os da IDT para medir a atitude e intenção de uso do Moodle. Uma contribuição gerencial foi a compreensão e previsão do comportamento dos docentes EaD em relação ao processo de adoção e uso do Moodle, possibilitando verificar a efetividade do projeto inovador de EaD na UFPB Virtual.
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Leite, Rui Manuel Militão Lousada. "Learning-by-Doing, Technology-Adoption Costs and Wage Inequality." Dissertação, Faculdade de Economia da Universidade do Porto, 2007. http://hdl.handle.net/10216/7606.
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Leite, Rui Manuel Militão Lousada. "Learning-by-Doing, Technology-Adoption Costs and Wage Inequality." Master's thesis, Faculdade de Economia da Universidade do Porto, 2007. http://hdl.handle.net/10216/7606.
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Hasan, Khan Md Mahmudul, Rahman Muhammad Atiqur, and Maruf Ahmed. "Introducing a tentative framework for adopting e-learning systems in developing countries." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20384.
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In order to develop quality and excellence in e-Learning environment, manyinitiatives have been carried out in developing countries. In Bangladesh Informationand communication technologies (ICTS) are considered valuable tools for educationbut there is no proper framework for the country to develop a quality e-Learningsystem. Though it is somewhat used in higher level of studies but it is still new inprimary education system. If primary education system can be developed through elearning,then it will be more beneficial for higher level of studies.Our goal is to introduce a possible framework to adopt a quality e-Learning system inprimary educational institutes. So that the primary level education system can bedeveloped and take the advantages of e-Learning system.The result of this study would create an impact for the community who are stillindifferent about the development of primary education system and prompt thedecision makers of the primary educational institute to introduce e-Learning system intheir institutes through quality framework for e-learning.Program: Magisterutbildning i informatik
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Oliveira, Daniel Thomé de. "Adoção e difusão de ambientes virtuais de aprendizagem no ensino superior presencial." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/143854.
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A conectividade e interação proporcionada pela web 2.0 permitiu o desenvolvimento de Ambientes Virtuais de Aprendizagem que rapidamente tornaram-se amplamente empregados na educação a distância. Ao mesmo tempo, esta tecnologia vem ganhando espaço como ferramentas de apoio aos processos de ensino-aprendizagem também na educação presencial, em especial na educação superior, favorecendo o desenvolvimento de novas práticas pedagógicas. Assim, torna-se crescente a preocupação com os processos de adoção e difusão da tecnologia. Esta pesquisa objetiva investigar a adoção e a difusão dos Ambientes Virtuais de Aprendizagem em uma Universidade Federal que os disponibiliza para uso facultativo dos docentes. O fenômeno é investigado sob a ótica do adotante – o professor – a partir de uma abordagem multiteórica, valendo-se de elementos e conceitos da Teoria da Difusão da Inovação (IDT), do Modelo de Adoção Baseado em Preocupações (CBAM) e da Teoria Unificada de Aceitação e Uso da Tecnologia (UTAUT). Os resultados indicam um processo de difusão bastante desigual nas instâncias da Universidade, explicado pelas diferentes oportunidades de experimentação mediante incentivos externos e contato com tecnologia ao longo do tempo. Além disso, identificaram-se duas orientações básicas no uso dos ambientes – gestão e aprendizagem – e as respectivas preocupações dos docentes em relação à implementação da inovação.The connectivity and interaction provided by the Web 2.0 allowed the development of Virtual Learning Environments that quickly became widely used in distance education. Simultaneously this technology has been used as a tool to support teaching and learning also in face-to-face education and it is stimulating the development of new pedagogical practices. Thus there is a growing concern with understanding adoption and diffusion process of virtual environments. This research aims to investigate the adoption and diffusion of this technology in a Federal University which provides it for teachers in a free and optional way. The phenomenon is investigated from the perspective of the adopter – the teacher – using a multitheoretical approach drawing on elements and concepts from the Innovation Diffusion Theory (IDT), Adoption Model Based Concerns (CBAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). The results indicate very unequal diffusion in the University explained by academic units's differences in opportunities of experimentation with the technology by external incentives and contact with it over time. Furthermore, we identified two basic orientations in the use of the e-learning environments – managing and learning – and the faculty concerns regarding the implementation of innovation.
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Soares, Lourenço Piuma. "Cultura organizacional e adoção de práticas ágeis : uma análise exploratória." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/31950.
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A adoção de metodologias ágeis tem se provado uma atividade sensível a cultura das organizações que as aplicam. Nos dez anos que se sucederam ao Agile Manifesto, projetos ágeis se desenvolveram a partir de tentativas conduzidas em situações ideais até grandes iniciativas adaptadas para as mais diversas condições. Por outro lado, a cultura organizacional tem se provado determinante na maneira que organizações abordam os desafios que se apresentam. Este trabalho tem por objetivo explorar a relação entre os pressupostos culturais básicos das organizações e práticas ágeis selecionadas. Para isso, se buscou identificar, através de revisão da literatura, pressupostos básicos significativos, práticas ágeis representativas e como se dá a interação entre esses, mapeando correlações através de uma survey. Essa se trata de um questionário respondido por funcionários da consultoria de TI ThoughtWorks a partir de sua experiência em projetos ágeis em clientes. A partir do resultado da survey foram exploradas as correlações identificadas – inclusive no que diz respeito à experiência e satisfação dos clientes com metodologias ágeis – e as observações foram validadas com consultores especialistas em métodos ágeis e em cultura organizacional. Procurou-se, assim, oferecer um mapa inicial para investigar a relação entre cultura organizacional e práticas ágeis que pode sugerir abordagens para introdução de práticas ágeis baseadas no perfil cultural da organização aonde se busca introduzi-las.Companies adopting Agile methodologies have proven sensible to cultural differences. Ten years after the Agile Manifesto, agile projects have grown from small teams operating in specific situations to big cross-national initiatives. Organizational culture, in the other hand, is considered a determining factor in the way an organization perceives the world and interacts with it. In this paper, the relation between basic cultural assumptions of an organization will be matched up against a few selected agile practices. To achieve that, it looked into the literature to map these basic assumptions and representative agile practices, aiming to establish correlations between them through the results of a survey. This survey is a questionnaire answered by employees of the IT consultancy firm ThoughtWorks based on their experience in agile projects in client‟s organizations. Based on the survey results, some correlations were identified and analysed – including some regarding client experience and satisfaction with agile – and the observations were submitted to consultants, specialist in both agile practices and organizational culture for confirmation of the findings. It aimed to offer an initial map to investigate relations between organizational culture and agile practices looking to suggest new approaches for the introduction of agile practices based on the cultural profile of the target organization.
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Chan, Chin-Yu, and 詹金郁. "A Study of the Adoption e-Learning Factors on Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/5fuhyb.
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碩士朝陽科技大學
企業管理系碩士班
94
While the world is marching into an information and technology era, the government is encouraging life-long learning, the enterprise is promoting vocational education and advance study is becoming a fashion among individuals, the prevailing use of various advanced teaching technologies show that “digital learning” will inevitably become an education and learning tide in this net generation. The digital learning through internet has advantages in cost saving, fewer constraints in time and space, a greater variety of learning contents, better learning efficiency etc. Thus, digital learning has been generally used by large domestic companies. Although digital learning can substantially help increase the quality of human resources for companies, the percentage of other domestic companies using digital learning is still low. Besides, most digital learning-related researches and theses are focused on school teaching and very few are on company training. Thus, this study is to explore the factors influencing digital learning in a company. This study collected and reviewed related literature and adopted Analytic Hierarchy Process (AHP) to identify the factors influencing the use of digital learning system in the surveyed companies in Taiwan. Thirty-one questionnaires were issued to domestic companies adopting digital learning and twenty-one effective ones were retrieved. This study constructed the hierarchical structure of the factors influencing digital learning in domestic companies. There were four evaluation criteria in the first level—industrial environment, company organization, digital learning environment and innovative traits; 16 evaluation criteria are in the second level. The key results of AHP assessment approach showed: 1. The importance rating in the first level was company organization 0.313, digital learning environment 0.306, innovative traits 0.256 and industrial environment 0.125. Of them, sub-factors like “resolution and support of top management”, “sufficient digital learning related technicians”, “encouragement in innovation” and “learning-valuing culture” were significant to the success of promoting digital learning, so “company organization” was rated the most important factor. 2. The importance rating for the 16 factors in the second level was support of top management 0.097, relative benefit of innovation 0.097, contents of education & training materials 0.094, marketing & supporting capability of digital learning suppliers 0.074, computer & network environment 0.070, system management platform 0.068, innovation compatibility 0.068, professional level 0.068, resource sufficiency 0.065, organization culture 0.056, cost 0.049, price competitiveness 0.047, demand uncertainty 0.043, innovation complexity 0.041, industry concentration 0.035 and company scale 0.027.
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Hsu, Yu-Chien, and 徐宇建. "Factors Influencing the Adoption of Dental E-learning Courseware by Dentists." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/87506696201766289181.
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碩士國立臺北教育大學
資訊科學系碩士班
98
With the popularity of e-learning over recent years, dental e-learning has also been playing an important role in this fast growing e-learning environment.Whether the dental e-learning courseware will be widely adopted hinges on dentists' acceptance level.Up to now, However, so far in SCI&SSCI journals, there has not been any academic study on the acceptance of dental e-learning courseware.Accordingly, the purpose of this study is to identify the factors that affect dentists' acceptance of dental e-learning courseware. Questionnaires were used to survey the dentists from various places in Taiwan.In total,and recovery of all samples used Structural Equation Modeling(SEM) analysis,aimed to verify the hypothesis.123 valid questionnaires were collected using purposive sampling method.Unified Theory of Acceptance and the Use of Technology (UTAUT) was adopted as theoretical model to explore the five construct: performance expectancy,effort expectancy, social influence, self-directed learning and facilitating conditions.Also explored was the influence on dentists' acceptance of dental e-learning courseware by gender, age, work experience and education. The results of the study suggested: (1) Performance expectancy,effort expectancy, social influence and self-directed learning all have positive influence on behavioral intention. Among them, performance expectancy can best predict behavioral intention. (2) Both facilitating conditions and behavioral intention can affect use behavior.(3) Moderating variables have no influence on performance expectancy,effort expectancy,social influence,self-directed learning and facilitating conditions. It is hoped that the results of this study can provide the manufacturers of dental e-learning courseware and academic institutions with a better understanding on dentists' acceptance of dental e-learning courseware, and serve as reference for the promotion of dental e-learning and the manufacture of dental e-learning courseware.
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Purnomo, Sutrisno Hadi, and 蘇哈地. "An Empirical Examination on Adoption of e-Learning System in Indonesia." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/27210599171509320970.
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博士國立中央大學
企業管理學系
101
The development of Information and Communication Technology (ICT) and the Internet cause many organizations are utilizing e-learning including organization of education and business. This thesis focuses on the human resources factor to investigate what are the factors influences the adoption of e-learning system in two environments in Indonesia. This thesis therefore, comprises of two studies, investigating various factors which affect the adoption of e-learning system empirically in the environment of higher education and banking workplace. Study one considers the five factors that were believed to influence the adoption of e-learning system in the higher education. The data used to examine research model were obtained from 326 students of two public universities in Indonesia. This study examines computer self-efficacy, internet self efficacy, instructor’s attitude toward students, learning content, and technology accessibility together with the technology acceptance model (TAM) are perceived usefulness, perceived ease of use and perceived intention to use in the research model using structural equation modeling (SEM) technique. The result of this study provides interesting insights that four factors were shown significantly to be predictors of perceived usefulness and perceived easy of use. Both perceived ease of use and perceived usefulness were found significantly to be predictor of behavioral intention to use. Study two examines the factors which affect the adoption of e-learning system in the banking workplace. A total of 306 employees from two banking companies were participated in this study. This study selected five factors are management support, computer self efficacy, prior experience, computer anxiety and compatibility that are considered to be critical factors for the adoption of e-learning system in the workplace banking. Those five factors were examined together with the TAM to use in the research model using SEM technique. This study found that management support, prior experience, computer anxiety and compatibility have predictive power to behavioral intention to use e-learning system. This study also proves the numerous prior studies that perceived easy of use and perceived usefulness were significant predictor to behavioral intention to use e-learning system. Identifying those factors from two environments will help increase the knowledge regarding the students’ or employees’ behavior toward the adoption of e-learning system. Assuming that those factors can be clearly identified, the information can be used by the organization to increase the use of this approach of learning as well as improve the quality of learning.
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Liao, Hsiu-Li, and 廖秀莉. "Factors influencing the adoption and continued use of e-learning websites." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/34818328780990343742.
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博士國立臺灣科技大學
資訊管理系
96
With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. This work also identifies which model supports a more explanation of variance in the e-learning context. Both TAM (Technology Acceptance Model, TAM) and PCI (Perception of innovation characteristics, PCI) antecedents are investigated in the same context of an e-learning website. Experimental results demonstrate that the PCI constructs explain slightly more variance in users’ intentions of continued use than TAM antecedents. The PCI adoption model provides increasingly rich information concerning the continued use of e-learning website. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.
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Lin, E.-Soon, and 林義順. "The Critical Success Factors of Adoption Information Outsourcing Model in e-Learning." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/39139862498035271199.
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碩士義守大學
資訊工程學系
92
e-Learning has already become mature due to the promotion by Ministry of Education; this trend is also extending to industrial education training. There are many teaching units or organizations which are using the Internet to proceed with the e-Learning activities, but not all of them have suitable, adequate manpower and financial resources to deal with the numerous and tedious needs of syllabus, teaching material, software development, hardware maintain, teachers and property …and so on. For settling the relative problems of information science and technology application followed with the e-Learning, the electronic market of e-Learning is opened up and developed. And the issue of outsourcing is worthy of analysis. According to the model of e-Learning outsourcing, there are three major modes in this research, namely “The factor of demand”,The factor of outsourcing and possession” and “The factor of supply”. And there are ten key factors in terms of e-Learning by using IT outsourcing which could positively affect the consequences: 1.The understanding and support of the CEO 2. The estimate to Rate of Return on Investment (ROI) 3. How to get professional manpower and new technology from IT outsourcing 4. How to set up the group to control the proceeding of project 5. The importance of project outsourcing 6. The teaching materials have to conform to Sharable Content Object Reference Model (SCORM) 7. The supplier has to provide the forerunner platform in advance 8. The importance of service quality provided by supplier 9. The importance of operation in coordination between supplier and customer 10. Outsourcing can help enterprises build up E-Learning system. Besides, this research will analyze the e-Learning outsourcing units which are enforced, being enforced and to be enforced and get some variations. I hope this information can serve as the reference resources to the E-Learning teaching units and relative industries.
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Yang, Jhe-Hao, and 楊哲豪. "Exploring user’s sense and reactions to E-learning system adoption: a sensemaking perspective." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/64315299063125834071.
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碩士國立嘉義大學
教育科技研究所
98
Many critical successful factors (CSFs), such as technology features, change management strategies, learners’ characteristics, and curriculum design, has been suggested in order to leverage the benefits of introducing an e-learning system. Desipte these CSFstudies provid a preliminary explanation to e-learning system adoption, it can not fully address user’s diverse behaviors after system implementation. To better understand system adoption and use, this study seek a sense-making perspective for explaining user’s distinct post-adoption behaviors based on the assumption of people actively respond to external events through human agency. This study conducts a case study to explore user enactments in post adoption. Our research question is how users enact their system adoption behaviors after an e-learning system has been introduced. Applying the lens of sense making, we seek a satisfied answer for our research question. Our investigation is anchored on an e-learning implementation of a national university located in the middle Taiwan. The data analysis is based on thirty-three intensive interviews of implementers and professors (as the users) across departments throughout the university, as well as internal achieve documents. The data collection is spread from December 2008 to March 2009. Our findings indicate four patterns of e-learning system use, namely actuaries, pioneers, educators and conservatives. Finally, we provided three contributions in academic field, and suggested two practical lessons.
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Chan, Vu Nguyen, and 武原震. "Exploring factors influencing the adoption of e-learning system at Dong Thap University." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/92588187773736604448.
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碩士樹德科技大學
資訊管理系碩士班
101
The purpose of this thesis is to find out factors affecting the acceptance and usage of e-learning system at Dong Thap University. Based on an extension of the Technology Acceptance Model (TAM), factors that influence the intention to adopt the e-learning system will be examined. In addition, some cultural factors that could affect the lectures’ and students’ attitude toward using the e-learning system will be also examined. A quantitative research methodology was used from a distributed sample of 200 students from the University of Dong Thap. Thus, the aim of this research should be able to recognize the different ways for enhancing students’ acceptance of the e-learning system. Specifically, the research will explore the relationship of e-learner acceptance the feature of the teaching material, training technical support, interaction of the system.
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Jiang, Jia-Hao, and 江家豪. "A Study on Junior High Students’ Adoption Willingness of Online English E-learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/05565651974960827498.
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碩士國立中興大學
資訊管理學系所
102
This research is based on the Technology Acceptance Model to explore possible factors for both the seventh and ninth graders’ willingness to use On-line English E-learning conducted for ten weeks in Tan-show Junior High School in Taichung City. SPSS (Statistical Package for Social Science) software was used to cross analyze different variables such as students’ information literacy, peer interactions, family support, students’ learning willingnesss, teaching material’s perceived usefulness, teaching material’s perceived ease of use, attitude toward using material, and behaviors toward the learning material. The results show that “students’ learning willingness” demonstrated strong influence over “teaching material’s perceived usefulness” and “teaching material’s perceived ease of use.” Also, “teaching material’s perceived ease of use” affected “teaching material’s perceived usefulness.” Furthermore, “teaching material’s perceived usefulness” had significant impacts on “attitude toward using material” and “behaviors toward using material.” According to the results of the study, suggestions and conclusions are made for English teachers to consider when using online English E-learning.
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Wu, Chun-yu, and 吳俊育. "Using TAM 2 to Examine Factors Affecting E-learning Adoption: A Cultural Perspective." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37037123658409111479.
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碩士逢甲大學
科技管理研究所
98
Along with increasing Infromation Technology, e-learning have become a focal pedagogy. Using perception usefulness and pecetion ease of use two variances of Technology Acceptance Model（TAM）to explore user adoptive intention. And more strongly explain of Venkatesh & Davis（2000） propose extend TAM2 with social influence and cognitive instrumental process to effect perception variance. In recently, some literature has remained relatively silent with the factor of culture might play in IT acceptance. In order to address this deficit, this study offers a positive research that combine with extend TAM2 to explore the potential impact of differences culture fators on IT implementation and acceptance. Because of the existed research were focus on west countries, and lack Asian country for background. Therefore, data were collected from two high-education schools in central Taiwan to explore teachers and students use e-learning intention. Following Kerjcie & Morgan（1970）sampling curve to sampling. The valid collected 426 students and 96 teachers. After performing satisfactory reliability and validity checks, the model was tested with the use of multiple regressions. Results indicate that 1. Teachers use e-learning that subjective norm had significant positive direct effect on intention use. 2. Students and teacher use e-learning, subjective norm don’t have significant positive direct effect on perceived usefulness. 3. Students use e-learning that image had significant positive direct effect on perceived usefulness. 4. Students use e-learning that result demonstrability had significant positive direct effect on perceived usefulness. 5. Students and teacher use e-learning, perceived ease of use had siginificant positive direct effect on perceived usefulness. 6. Students and teacher use e-learning, perceived usefulness had positive direct effect on intention use. 7. Students and teacher use e-learning, perceived ease of use had positive direct effect on intention use. 8. Partial of students use e-learning that power distance had significant moderate effect on the relationship between subjective and perceived usefulness. 9. Students use e-learning that individualism had negative direct effect on perceived usefulness. 10. Students and teacher use e-learning, long term orientation don’t have significant positive direct effect on perceived usefulness. 11. Partial of teachers use e-learning, masculinity have significant moderate effect on the relationship between perceived usefulness and intention use. 12. Students and teacher use e-learning, uncertainty avoidance doesn’t have significant moderate effect on the relationship between perceived usefulness and intention use.
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Lee, Wan-Ju, and 李宛儒. "Critical Factors of e-Learning Adoption and Implementation in Hospital — An Empirical Study in Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/63550663352695371302.
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碩士國立中正大學
資訊管理所
94
Globalization requires new methods of delivering education and training, partly to enhance traditional methods of knowledge acquisition and to impart new skills and tools. E-Learning changes the traditional learning method and enterprises also adopt e-Learning for the educational training. Hospitals are in a knowledge-intensive industry. Medical employees’ professional knowledge is critical for hospitals to reach good performance. E-Learning is a feasible way to medical employees’ continuous education. The purpose of this research is to investigate critical factors of e-Learning adoption and applications of hospitals. Four constructs, including CEO characteristics, environmental characteristics, organizational characteristics, and e-Learning system characteristics were examined. A total of 508 questionnaires were sent out and 99 pieces were received. The response rate approximates 18.5%. Discriminant analysis and stepwise regression analysis were used to figure out critical factors of e-Learning system adoption and applications, respectively. The results indicate that CEO’s innovativeness, top manager support, hospital size, specialization, functional differentiation, organizational culture, compatibility, complexity and cost are determinants of e-Learning system adoption. In addition, e-Learning system applications are mainly determined by CEO’s IT knowledge, competition, top manager support, hospital size, specialization and functional differentiation. Finally, managerial implications are also provided.
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Patel, Naziyabanu Mohmedsalim. "Towards an e-learning adoption framework for rural-based higher education institutions in South Africa." Diss., 2018. http://hdl.handle.net/11602/1363.
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MCom (Business Information Systems)Department of Business Information Systems
The aim of this research study is to propose an e-learning framework to deliver a guideline for the adoption of e-learning considering all major determinants such as technical, operational, organisational, cultural and socio-economical domains, in the setting of rural-based higher educational institutions. E-learning is a process which has arisen from ICT advancement, and it is coordinated together with the education programs at many universities. In South African tertiary institutions, the adoption rate for e-learning is higher in urban-based higher education institutions and colleges and lower in rural-based higher education institutions. Even though with the supposed capacity that e-learning provides, the bigger part of the e-learning approach in rural-based higher education institutions does not achieve their potential. This study focuses on identifying factors which impact the adoption of e-learning at rural-based, higher education institutions and its challenges. A case study approach is undertaken, using mixed methods for collection of data from the respondents based on e-learning adoption at student, educator and institutional level. The study identified the factors which influence the adoption of e-learning in rural-based HEIs. Eventually, the researcher proposed an e-learning framework which contributes to the e-learning adoption in rural-based HEIs, by establishing a guide for these institutions for enhanced planning, development and implementation tool for e-learning adoption using the Unified Theory of Acceptance and Use of Technology Model. The study identified that the e-learning usage and perception was lower in rural-based HEIs as compared to urban-based HEIs, and performance expectancy, effort expectancy, social influence and facilitating conditions are all major factors which influence the adoption of e-learning.
NRF
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Tseng, Ai-Hua, and 曾愛華. "The Integration of Individual Differences and Technology Acceptance Model in The Analysis of E-learning Adoption." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/32504032214021618127.
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博士國立交通大學
管理科學系所
100
Electronic learning (e-learning) have been identified as an efficient method of employee training. The related factors affecting e-learning adoption warrant further exploration. With rapid changes in working environments, employees must learn efficiently to solve problems and thus enhance their performance. While many large companies have recently implemented e-learning for employee training, e-learning systems are often underutilized. Therefore, understanding the factors associated with acceptance to e-learning are of priority concern. The analysis of e-learning adoption is especially important for the high-tech companies, since these companies encounter intense competition in today’s global economy. The current research integrated locus of control, computer self-efficacy, and technology acceptance model (TAM) into one model to examine the feasibility of the extended TAM. The current research also explained how different factors affect employee e-learning adoption in high-tech companies. Data were collected from 223 employees at 5 high-tech companies located in the Hsinchu Science Park, Taiwan. Results analyzed by structural equation modeling indicated that locus of control had significant direct effects on both perceived usefulness and perceived ease of use. Computer self-efficacy had significant direct effects on both perceived ease of use and behavioral intention to use. Perceived ease of use had significant effects on both perceived usefulness and behavioral intention. Overall, analytical results provided strong support for using the extended TAM to explain why users adopted the e-learning systems. Implications for practitioners are also discussed.
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Cheng, Kuang-Ting, and 鄭光庭. "The Use of the Technology Acceptance Model to Explore Factors Influencing the Adoption of E-learning Systems." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/44398101808810453865.
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碩士國立交通大學
管理科學系所
96
People using e-learning systems to learn have increased in popularity for recent years. Many people nowadays choose e-learning courses instead of traditional types of lectures. By promoting e-learning systems, users can save much time and learn efficiently. In order to construct well-designed e-learning systems, it is necessary to understand what factors will influence users’ intention to use e-learning systems. In this research paper, the Technology Acceptance Model (TAM) by Davis et al. (1989) is used to explore factors that influence users’ intention to use e-learning systems. Three external variables (quality of the system, features of the teaching materials and interaction of the system) are added in the model based on relevant literature reviews. Path analysis is used to discuss the relations between each variable. The result shows out that attitude toward using and perceived usefulness have significant influence on behavioral intention (P-value < 0.001). Perceived usefulness and perceived ease of use both have significant influence on attitude toward using (P-value < 0.001). Perceived ease of use has significant influence on perceived usefulness (P-value < 0.001). Interaction of the system has significant influence on both perceived usefulness (P-value < 0.01) and perceived ease of use (P-value < 0.001). Feature of the teaching materials has significant influence on both perceived usefulness (P-value < 0.001) and perceived ease of use (P-value < 0.001). Quality of the system has only significant influence on perceive ease of use (P-value < 0.001).
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LING, CHIAO YANG, and 林樵陽. "The influence alienation has on the adoption of new technology – the Case of 甲 university’s e-learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13848356257229555599.
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碩士東吳大學
企業管理學系
98
The intent that organization members accept new technologies is one of key factors which have an impact on if an enterprise succeeds or not. Many scholars recognize TAM and IDT as the most proper interpretation theory. According to the innovation theory, the level of compatibility between new and traditional technologies has a significant influence on the intent that employees accept new technologies. However, the past studies ware mostly focused on technology but seldom on mental state of users. The alienation of users may have influences on the adoption of new technologies. This study is based on the above arguments, proposes a hypothesis, collects data via questionnaire survey. The result of this study shows that TAM and IDT only can partly explain the intent that students adopt new technologies. The alienation also disturbs how students adopt new technologies. Besides, accessibility is the main factor which influences the intent. Moreover, the influences from teachers and associates and support s from schools are main exogenous variables which have influences on accessibility. At last, this study provides some suggestions on management and research.
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Huang, Chi-cheng, and 黃繼正. "Applying TAM to Explore the Adoption of e-Learning System for Elementary School Teachers in Yunlin County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/71325394959302420784.
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碩士南華大學
資訊管理學系
100
E-Learning becomes a popular learning or study way in recent years.The information system or platform is completely built by Yunlin County government under the guidance of Ministry of Education so that it is actively promoted in Yunlin County. Based on this, we try to investigate the adoption and influencing factors of e-Learning system for elementary school teachers in Yunlin County. That may be used as referred promotion or execution by the county government. To explore the possible influencing factors, we apply TAM to the research modeling. It consists of the behavioral intention(BI) as the result construct, coupled with the mediation construct of the perceived ease of use(PE) and perceived usefulness(PU) as well as the external construct of computer self-efficacy(CSE) reflecting general acceptance of the system. In addition, we consider that the greatest incentive for this system from the construct of computer course design(CCD) to reflect the course content and demand, forming the other external construct. To explore the various situations of behavioral intention, we go through questionnaire design and collection of survey data to do statistical analysis, and recover 144 valid questionnaires to estimate the path coefficient of this model. The results show that PU plays the most important factor to directly affect BI, and indirectly effected by PE which is the secondary. These results are consistent with those of many scholars found over the past years. As for the underlying cause of the BI, CSE also has an indirect influence and CCD is more important, indirect but significant impact. In addition, CCD is the significant and direct impact factor on PU. Therefore, these results reveal that the priority issue for behavioral intention is to design suitable contents, good themes, and friendly user interface. Related problems are also discussed.
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Chang, Chun-Hao, and 張鈞豪. "Integrating TAM and IS Success Model to Examine the Adoption of E-learning in the Corporate Context." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/77195921321459535573.
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TRANG, LE QUANG, and 李萬成. "Exploring the Factors Affecting Consumers' Adoption of E-Learning in Vietnam: Based on Tam and VAM Perspectives." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/06210959670935680889.
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碩士南華大學
企業管理學系管理科學碩博士班
105
This study aims to identify important factors affecting consumers’ adoption of E-learning in Vietnam by combining all components of Technology Acceptance Model (TAM) and Value-based Adoption Model (VAM) to make recommendations and proposals for providers of e-learning services in the design of the features, services service to meet the requirements of consumers. In addition, to investigate the relationship to perceived ease of use, peceived usefulness, perceived sacrifice, perceived benefit, perceived value, attitude toward E-learning, intention toward E-learning in Vietnam and attribute of three moderators: Social Influence, E-word of mouth, E-servicescape. The study was carried out in two stages as preliminary research (quantitative) and formal studies (quantitative) and 300 data were collected from Vietnamese consumers by online surveys. The results of this study help provides to understand deeply the factors affecting consumers' adoption of E-learning. So providers can improve the design and develop functions and services suitable to consumers' need. Besides that, the study also provides a scientific documents on adoption new technology, through building a framework of factors affecting to usage intention of adoption new technology, it will help researchers to understand deeply about Vietnam market.
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HUNG, CHIA-YIN, and 洪嘉吟. "The Nursing Professionals’ Adoption Process of Nursing E-Learning Information System: The Construction of E-Management Model of Continuing Nursing Education." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/45062928006773987072.
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碩士元智大學
管理碩士在職專班
100
Nursing is based on people-oriented services, nursing care modes in addition to existing professional education training; need constantly to enhance professional competence through continuing education and literacy. Changes in nursing work of global science and technology education face great impact, enterprise e has become the new trend of information technology, in addition to the introduction of the Internet-related information technology, and e-business process transformation is an important key. Domestic nursing information departments of the medical industry development is the development of late, Department of nursing information system processes are complex and covers many makes the build process of nursing information system, used to suffer all kinds of difficulties and challenges. Information system in the design and implementation of a number of considerations, such as: using word art or graphic interface to be considered user-oriented design, in view of this, promotion of caused by information systems impact is substantially changed the mode of nursing staff, how to turn old work mode success to new patterns of work is the challenge of care managers. However, e-management advantages of in-service education are: 1. front-post jobs on data processing of jobs, check job, more accuracy and is simple and easy. 2. Upon satisfaction, after class lesson evaluation, integral on more complex analyses such as login, easier analysis, there by improving management efficiency. 3. improve the quality and quantity of in-service education business, no matter what circumstances, planning, correctness of computer programs, data, including search, comparison, sorting of data and calculations, the error does not occur. In view of this, the study on mining method of case interviews in qualitative research methods, applying the theory of innovation adoption (Adoption of Innovation Theory) covers important concepts for the study of theoretical framework, a two regional teaching hospital in Taoyuan County, from the clinical nursing staff positions, explore cognitive properties for nursing staff and nursing information system innovation effect of satisfaction of the adoption process.
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PHAM, NGOC-QUE-TRAM, and PHAM NGOC QUE TRAM. "Determinants of E-Teaching/Learning System Adoption in Universities of Ho Chi Minh City, Vietnam: Lecturers vs. Learners." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4hjrc3.
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碩士國立高雄大學
國際企業管理碩士學位學程
107
The benefits of E-Teaching/Learning System (ET/LS) will not be maximized unless users accept to use the system. This study is one of the few attempts to investigate determinants of ET/LS adoption in universities of Ho Chi Minh City, Vietnam. The models integrated determinants from the well-established technology acceptance model as well as technological and psychological facet cited in the research literature. Use propensity was also examined as a moderating role in order to deepen the understanding of ET/LS adoption intention. Data were collected from lecturers and students in ten universities of Ho Chi Minh City, Vietnam to conduct both hypothesis test and moderation test. Based on data analysis from questionnaire of 299 subjects, research findings are obtained showing that (1) adoption intention is determined by adoption attitude and both technological and psychological are strongly associated with the users’ attitude and intention of using ET/LS, (2) not all single factor in two facets have significant influence on adoption attitude, and (3) user type significantly moderates the effect of each factor of ET/LS on adoption attitude. Implications for theory building, practical management and future research are also discussed.
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李瑋倫. "An Exploratory Study of E-learning System Adoption Based on Sense-making Perspective: An Example of A Pharmaceutical Factory." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/97338362198861657030.
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Mergel, Ines Anja. "The influence of multiplex network ties on the adoption of eLearning practices : a social network analysis /." 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013113906&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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