Factors Affecting ICT Adoption among Distance Education Students based on the Technology Acceptance Model—A Case Study at a Distance Education University in Iran

Abstract

The incorporation of Information and Communication Technologies (ICT) into education systems is an active program and movement in education that illustrates modern education and enables an all-encompassing presence in the third millennium; however, prior to applying ICT, the factors affecting the adoption and use of these technologies should be carefully investigated. The present study was conducted to examine the factors affecting ICT adoption among distance education students based on the Technology Acceptance Model. The present descriptive survey was conducted in a statistical population consisting of all the distance education students residing in Isfahan, Iran, in 2013, 281 of who were selected as the sample population through simple random sampling. The data collection tool used was a researcher-made questionnaire designed based on field studies and using the questionnaires used in studies conducted by Nair (2012), Alanazy (2006) and Wikins (2008). The items in each section were designed based on the constructs and factors forming the Technology Acceptance Model examined in this study. Descriptive and inferential statistics were used to analyze the data in SPSS-21 and LISREL. The results of the analysis showed significant relationships between perceived usefulness and ease of ICT use and the attitude toward the use of these technologies, between the attitude toward ICT use and the decision to use ICT, and also between the decision to use ICT and its actual use.

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“…A thoughtful research on factors affecting technology integration comes from neighboring continent of Asia, Middle East country, Iran. Dastjerdi, (2016), an Iranian researcher explored other factors affecting technology integration in language teaching than educational agent; ICT usefulness among distance education students based on technology acceptance model in Iran. His research result showed perceived usefulness has a direct effect on the decision to use technologies, while the attitude toward technologies affected the decision to use technologies.…”

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“…performance will be improved in frame of the relevant topic after using the relevant technology; while perceived ease of use is referred to as the opinion that the individual can use the relevant technology by spending very little effort (Hsia, 2016). It is stated under the model that an individual's perceived ease of use and perceived usefulness in respect of a technology have an effect on determining the attitude of such individual towards using the relevant technology; that the individual's attitude towards the use of technology directly influences, while perceived ease of use and perceived usefulness indirectly influences, such individual's intention to use technology (Dastjerdi, 2016). Depending on the intention towards using the relevant technology, the individual will develop a behavior to use the technology (Davis, 1993).…”

“…performansının artacağı inancı; algılanan kullanım kolaylığı ise, bireyin ilgili teknolojiyi çok az çaba harcayarak kullanabileceği inancı olarak açıklanmaktadır (Hsia, 2016). Modelde, bireyin ilgili teknolojiyi kullanmaya yönelik tutumunu belirlemede, o teknoloji ile ilgili bireydeki algılanan kullanım kolaylığı ve algılanan faydanın etkili olduğu; bireyin teknolojiyi kullanmaya yönelik niyetini belirlemede de bireyin teknolojiyi kullanmaya yönelik tutumunun doğrudan etkili olduğu, algılanan kullanım kolaylığı ve algılanan faydanın dolaylı olarak etkili olduğu belirtilmektedir (Dastjerdi, 2016). İlgili teknolojiyi kullanmaya yönelik niyetine bağlı olarak bireyde teknolojiyi kullanma davranışı gerçekleşmektedir (Davis, 1993).…”