Effects of individuals' locus of control and computer self-efficacy on their e-learning acceptance in high-tech companies

Hsia, Jung-Wen; Chang, Chia‐Chi; Tseng, Ai-Hua

doi:10.1080/0144929x.2012.702284

Cited by 117 publications

(86 citation statements)

References 93 publications

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“…The effects of self-efficacy on technology usage have also been explored and proven vital in many other studies, such as older studies on web-based IS acceptance (Laver, George, Ratcliffe, & Crotty, 2012;Mun & Hwang, 2003), e-service acceptance (Hsu & Chiu, 2004;Wang, Yeh, & Liao, 2013), and IS acceptance (Hasan, 2006), to recent studies relating to educators' technology acceptances (Celik & Yesilyurt, 2013;Holden & Rada, 2011), internet banking (Ariff, Yeow, Zakuan, Jusoh, & Bahari, 2012), and e-learning acceptance (Calisir et.al, 2014;Hsia, Chang, & Tseng, 2014). Lee and Lehto's (2013) study examined user behavioural intention to use YouTube for procedural learning, and findings acknowledged self-efficacy as significant predictor of usefulness towards behavioural intention.…”

Section: Social Cognitive Theorymentioning

confidence: 99%

Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Gan

Balakrishnan

2017

AJET

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The current study sets out to identify determinants affecting tertiary students' behavioural intentions to use mobile technology in lectures. The study emphasises that the reason for using mobile technology in classrooms with large numbers of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has four main antecedents of behavioural intention: system perception, intrinsic motivation, system and information quality, and uncertainty avoidance. Sample data was collected from 396 tertiary students in Malaysia. Results from structural equation modelling on the sample indicated that behavioural intention was significantly influenced by system and information quality, followed by intrinsic motivation, and uncertainty avoidance. System perception was not significantly predictive of behavioural intention. The proposed framework explained 54% of the variance in behavioural intention of mobile technology use in lecture classes. The study findings are indicative of the importance of system development efforts to ensure overall quality system design. The findings further suggest that mobile technology may serve as a tool to facilitate interaction among students and lecturers in large lecture classes.

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Section: Social Cognitive Theorymentioning

confidence: 99%

Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Gan

Balakrishnan

2017

AJET

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“…The daily tasks of employees working at traditional businesses are generally routine and straightforward, whereas high-tech businesses operate in a dynamic environment characterised by rapid change, uncertainty, and intense competition (Hsia, Chang, & Tseng, 2014). Employees working in such environments are required to learn efficiently and increase productivity in order to solve the complex problems encountered by high-tech businesses.…”

Section: Introductionmentioning

confidence: 99%

Intention to Use and Satisfaction of e-Learning for Training in the Corporate Context

Esterhuyse

Scholtz

Venter

2016

IJIKM

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Together, the fields of education and information technology have identified the need for an online solution to training. The introduction of e-learning has optimised the learning process, allowing organisations to realise the many advantages that e-learning offers. The importance of user involvement in the success of e-learning makes it imperative that the forces driving intention to use e-learning and satisfaction thereof be determined. The purpose of this paper is to investigate the relationships between the metrics influencing intention to use and the satisfaction of using e-learning in companies.The results of a survey distributed amongst a South African software development company's customer base revealed that the 94 respondents have positive enjoyment and self-efficacy levels, and low computer anxiety levels. Correlation analysis revealed significant relationships between enjoyment and self-efficacy and between enjoyment and satisfaction. Companies should therefore ensure that users enjoy using e-learning as it can directly influence satisfaction and self-efficacy.

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“…(Corbeil, 2003;Hsia, Chang, & Tseng, 2014;Joo, Joung, & Sim, 2011;Murray et al, 2007;Parker, 1999;Severino, Aiello, Cascio, Ficarra, & Messina, 2011;Tekedere & Mahiroğlu, 2012;Wang, 2005). Therefore, examining the effect of locus of control will contribute to the literature on online learning communities.…”

Section: Literature Reviewmentioning

confidence: 93%

“…(Ke, 2014;Uysal & Yalın, 2012). A review of studies into the 'sense of community' in online learning (Gökçearslan, 2013a) shows that individual factors such as learning style and demographic characteristics are often studied, however there has been a lack of studies looking at the locus of control and design of learning processes on the basis of individual characteristics, although locus of control is an important aspect of online learning (Hsia, Chang & Tseng, 2014;Joo, Lim, & Kim, 2013;Murray, Fox, & Pettifer, 2007). Therefore, the focus of this study is the design of learning environments according to the locus of control and the effects of this design on academic success and the sense of community experienced in online learning communities.…”

Section: Introductionmentioning

confidence: 99%

The effect of locus of control on learners' sense of community and academic success in the context of online learning communities

Gökçearslan

Alper

2015

The Internet and Higher Education

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Effects of individuals' locus of control and computer self-efficacy on their e-learning acceptance in high-tech companies

Cited by 117 publications

References 93 publications

Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Promoting interactions between lecturers and students in classrooms via mobile technologies: An empirical study

Intention to Use and Satisfaction of e-Learning for Training in the Corporate Context

The effect of locus of control on learners' sense of community and academic success in the context of online learning communities

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