A Systematic Review of Technology Acceptance Model in e-Learning Context

Alkış, Nurcan; Coşkunçay, Duygu Findik; Yıldırım, Sevgi Özkan

doi:10.1145/2662253.2662308

Cited by 8 publications

(4 citation statements)

References 4 publications

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“…The data analysis showed correspondence with the recommended research model. The research results of (Abrazhevich, 2004;Rensleigh, 2010;Ming-Yen Teoh et al, 2013;Alkis et al, 2014;Tella and Abdulmumin, 2015;Abrol, 2016;Chaouali et al, 2016;Moodley and Govender, 2016;Ramos-de-Luna et al, 2016;Rouibah et al, 2016;Sinha and Mukherjee, 2016;Alalwan et al, 2017;Barkhordari et al, 2017;Mehrad and Mohammadi, 2017;Ameen et al, 2020) showed correspondence with the outcomes of this study.…”

Section: Discussionsupporting

confidence: 78%

“…Customer's trust can also be developed through collective work and recommendations of group members regarding the organization's products or services (Rensleigh, 2010;Moodley and Govender, 2016). Trust, according to previous studies, determines significantly consumers' perception of the e-payment system (Ming-Yen Teoh et al, 2013;Alkis et al, 2014;Abrol, 2016;Chaouali et al, 2016;Rouibah et al, 2016;Alalwan et al, 2017;Barkhordari et al, 2017;Mehrad and Mohammadi, 2017). Consequently, we obtain the hypothesis given below:…”

Section: Trustmentioning

confidence: 80%

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The moderation effect of gender on accepting electronic payment technology: a study on United Arab Emirates consumers

Alshurideh

Kurdi

Masa'deh

et al. 2021

RIBS

139

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Purpose This paper aims to investigate if perceived security, trust and perceived privacy affect both perceived usefulness and perceived ease of use. Also, the study explores if trust, perceived usefulness and perceived ease of use influence consumers’ intentions to use the e-payment system which is supported by testing the moderation effect of gender on the intention to use such systems in the higher education institutes. Design/methodology/approach In total, 850 participants from United Arab Emirates (UAE) universities have filled an online questionnaire prepared for these aims. The survey instrument is composed of 22 items. The primary data was used to test the study model, proposed constructs and the study hypotheses using the Smart PLS Software. Findings The research confirmed that perceived security, trust and perceived privacy affect both perceived usefulness and perceived ease of use. Also, the study found that trust, perceived usefulness and perceived ease of use have anticipated the significance of consumers’ intention to use e-payment system which is found also moderated by gender. Research outcomes indicated an important contribution towards the acceptance of e-payment systems and the common design of e-commerce systems. Originality/value Research outcomes have indicated an important contribution toward the acceptance of e-payment systems and the common design of e-commerce systems. Additionally, this study helped in increasing the reader’s understanding of various aspects of e-commerce, specifically consumers’ trust and privacy protection which consequently allows the online sellers to formulate appropriate strategies and actions imperative to serve the online purchasers and target the internet users.

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Section: Discussionsupporting

confidence: 78%

Section: Trustmentioning

confidence: 80%

The moderation effect of gender on accepting electronic payment technology: a study on United Arab Emirates consumers

Alshurideh

Kurdi

Masa'deh

et al. 2021

RIBS

139

View full text Add to dashboard Cite

show abstract

“…PU measures the degree to which individuals' perceptions of using technology will improve their efficiency, while PEOU measures the degree to which individuals believe that using technology is simple and free of mental effort. Alkis et al (2014) conducted a systematic review of thee-learning adoption context and found that perceived ease of use and perceived usefulness are the most important factors that affect e-learning adoption. Abdullah and Toycan (2017), who performed a study to explain e-learning adoption in Iraqi universities as an example of developing countries, found that perceived usefulness and perceived ease of use are the main constructs of TAM in explaining the influence of e-learning adoption.…”

Section: Literature Reviewmentioning

confidence: 99%

Determinants of virtual classroom adoption in Jordan: the case of princess Sumaya university for technology

Alrousan

Al-Madadha

Khasawneh

et al. 2021

ITSE

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Purpose The purpose of this study is to investigate the factors that affect students’ behavioral intentions to use virtual classrooms at Princess Sumaya University for Technology (PSUT) in Jordan. Design/methodology/approach A quantitative research approach was adopted, an online survey method was used and the data were collected among students at PSUT in Jordan. A total of 511 responses were usable for analysis. A structural equation modeling partial least squares technique was used to examine the hypothesized model. Findings The findings reveal that the proposed factors have direct and indirect relationships with behavioral intentions to use virtual classrooms. They show that students’ satisfaction has a direct influence on behavioral intention, while other variables such as instructor characteristics, virtual classroom quality, perceived self-efficacy, perceived organizational support, perceived ease of use and perceived usefulness have an indirect effect on behavioral intentions to use virtual classrooms. Research limitations/implications The study was conducted at PSUT in Jordan, which could limit the generalizability of the findings. Furthermore, the present study measured students’ behavioral intentions to use virtual classrooms and future research should consider the actual use of virtual classrooms. Practical implications The findings of this study offer significant and useful information to policymakers, instructors, developers and students regarding the use of virtual classrooms in universities. Based on students’ needs and readiness, the findings identify which factors to consider when developing an e-learning system to enhance learning and teaching performance. Originality/value This study extends existing knowledge by developing a conceptual model to identify the key factors of virtual classroom adoption in higher education institutions in Arab countries. This study contributes to the literature in the context of e-learning by validating an extended technology acceptance model from an Arab countries perspective and considering the differences in culture, learning style and physical environment compared to developed countries.

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“…The attitude towards the use of technology then affects the behavioural intention to use a technology, which eventually predicts the actual system use (see Figure 1). TAM has been employed in various past studies relating to online learning, and literature relating to technology acceptance (Alkis et al, 2014;Holden & Rada, 2011).…”

Section: Technology Acceptance Modelmentioning

confidence: 99%

Exploring University Students’ Online Learning Readiness: A Mixed Methods Study of Forced Online Learning

Loi,

Lim,

Mohd Suki

et al. 2024

JLE

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Background: Despite the advancement achieved in previous research into online learning, few studies have used both quantitative and qualitative data to examine how students’ readiness to learn online is affected by three different external factors, comprising (i) the degrees to which technology is available to students, (ii) the support provided by the institutions of learning, and (iii) the social influence affecting the students engaged in forced online learning in a pandemic situation. Purpose: To fill this research gap, this study explored university students’ forced online learning readiness in relation to technological accessibility, institutional support and social influence during a pandemic, in an attempt to furnish insights into how educators can maximize the benefits of adopting online learning methods. Method: A mixed methods research design was employed in this study. Quantitative data, elicited via self-administered questionnaires completed by 211 participants, was analyzed using the frequencies, means, standard deviations and Pearson correlation analysis involving the Statistical Package for the Social Sciences (SPSS) software version 27. Qualitative data, elicited via 11 open-ended questions posed to 41 students through in-depth interviews, was then studied using a thematic analysis of the participants’ feedback concerning the three constructs in online learning. Results: Our quantitative analysis showed that institutional support had the strongest positive correlation with online learning readiness, and this was followed by technology accessibility and social influence in relation to students’ readiness to learn online. Qualitative findings further indicated that students were largely concerned about Internet accessibility and the setting where their roles were restricted to being mere listeners in online sessions. Apart from being apprehensive about excessive online assignments, students also acknowledged that their online interactions were influenced by their friends and family members, and they would prefer practical work that could inspire them to reflect and engage actively with the course material given during the pandemic. Conclusion: While lecturers can make online classes more interactive and discussion-generative, university administrators need to aptly facilitate their institution’s transition to the forced online learning mode, moderate social influence, improve the learning management system, and provide training to teachers and students on the use of emerging technology.

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A Systematic Review of Technology Acceptance Model in e-Learning Context

Cited by 8 publications

References 4 publications

The moderation effect of gender on accepting electronic payment technology: a study on United Arab Emirates consumers

The moderation effect of gender on accepting electronic payment technology: a study on United Arab Emirates consumers

Determinants of virtual classroom adoption in Jordan: the case of princess Sumaya university for technology

Exploring University Students’ Online Learning Readiness: A Mixed Methods Study of Forced Online Learning

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