An empirical investigation into factors influencing the adoption of an e‐learning system

Lee, Ya‐Ching

doi:10.1108/14684520610706406

Cited by 274 publications

(274 citation statements)

References 49 publications

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“…They have direct positive effects on the intention and motivation to use e-learning technologies -findings commensurate with those of prior research (Lee, 2006;Roca and Gagné, 2008).…”

Section: Conclusion and Implications For Practicesupporting

confidence: 70%

Faculty Attitudes Toward and Motivation for Virtual Learning Environments (VLE) for Language Studies: A Cross-National Study in Saudi Arabian Universities

Harbi¹

2016

JPBS

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“…They have direct positive effects on the intention and motivation to use e-learning technologies -findings commensurate with those of prior research (Lee, 2006;Roca and Gagné, 2008).…”

Section: Conclusion and Implications For Practicesupporting

confidence: 70%

Faculty Attitudes Toward and Motivation for Virtual Learning Environments (VLE) for Language Studies: A Cross-National Study in Saudi Arabian Universities

Harbi¹

2016

JPBS

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“…If a company enforces employees undertaking mandatory e-learning, extrinsic motivation tends to be muted or attenuated. Lee (2006) found that in order to increase the overall adoption of an e-learning system by students, mandatory use is necessary.…”

Section: Gender Differences In Learners' Attitudementioning

confidence: 99%

Learning Foreign Languages Using Mobile Applications

2017

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Aim/PurposeThis study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, and more specifically in voluntary and mandatory environments. Background Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. MethodologyThe study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application and filled in before and after questionnaires. The other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. The second group answered another questionnaire tailored to more experienced users. The findings were analyzed using IBM SPSS version 22, and a model was examined with Partial Least Squares Structural Equation Modeling. Contribution This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. FindingsMost of the participants found the MALL Duolingo application enhanced the learning process. The gamification characteristics, ease of use, ubiquity and selfLearning Foreign Languages Using Mobile Applications 302 learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. However, some statistically significant differences were found between the groups, referring to the characteristics of the application, among them ubiquity, lack of human feedback and simplicity of use. Recommendations for PractitionersThe research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for ResearchersResearchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is an opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote an...

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“…Some studies have opined that TAM can be extended in the quest to further investigate user"s behaviour. This has led to TAM being extended by some studies (Chau and Hu, 2001;Lee, 2006). These studies using the concept of TAM have confirmed that the perception of the user on ease of use and usefulness of technology are necessary determinants in the adoption of technology (Hashim, 2008;Purnomo and Lee, 2013).…”

Section: Technology Acceptance Modelmentioning

confidence: 95%

Implementation of E-Training in Developing Country: Empirical Evidence from Jordan

Masa'd¹

2017

IBR

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This paper is to emphasize the factors that aid e-training adoption in the developing country like Jordan. This paper is based on past review literature databases. The literature recognized the role of computer self-efficacy, availability of resources and perceived support in e-training adoption. This paper using the technology acceptance model (TAM) for modelling framework and explained the importance of these variables in e-training adoption in developing country context. The author found that the combined role of computer self-efficacy, technological infrastructure, Internet facilities and technical support is critical for e-training adoption in developing countries, particularly in Jordan.Thus, the authors proposed the combination of these variables which would encourage future research on the use of TAM in technology adoption. Research limitations/implications -This paper gives an elaboration of the role of computer self-efficacy, perceived cost, availability of resources and perceived support with TAM as base of the framework. This provides researchers the opportunity to test the proposed framework empirically and further suggest other variables that can aid e-training adoption in the context of developing country.Practical implications -The result of this paper can serve as a guide to managers and policymakers to have a better understanding of the requirements for e-training adoption, especially in developing countries. This will go a long way towards designing good policies that could maximise e-training results.

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An empirical investigation into factors influencing the adoption of an e‐learning system

Cited by 274 publications

References 49 publications

Faculty Attitudes Toward and Motivation for Virtual Learning Environments (VLE) for Language Studies: A Cross-National Study in Saudi Arabian Universities

Faculty Attitudes Toward and Motivation for Virtual Learning Environments (VLE) for Language Studies: A Cross-National Study in Saudi Arabian Universities

Learning Foreign Languages Using Mobile Applications

Implementation of E-Training in Developing Country: Empirical Evidence from Jordan

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