Satisfaction and continuous use intention of e-learning service in Brazilian public organizations

Pereira, Fernando Antônio de Melo; Ramos, Anatália Saraiva Martins; Gouvêa, Maria Aparecida; Costa, Marconi Freitas da

doi:10.1016/j.chb.2015.01.016

Cited by 80 publications

(79 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the field of elearning, TAM could not only be used for predicting adoption behavior, but also for measuring the learning satisfaction, continuous intention to use e-learning (Pereira, Ramos, Gouvêa, & Costa, 2015), loyalty to elearning (Sánchez-Franco, Peral-Peral, & Villarejo-Ramos, 2014), course outcomes, and academic performance using e-learning (Arbaugh, 2014). The features of technology: interactivity, personalisation, accessibility, mobility, and the choice of media to present the contents (Agudo-Peregrina, Hernández-García, & Pascual-Miguel, 2014); individual characteristics such as personal innovativeness in information technology, computer self-efficacy, and demographic variables (Chow et al, 2013;Thatcher & Perrewe, 2002);the course characteristics of learning resources, course content, tutor quality, and course quality (Persico, Manca, & Pozzi, 2014;Teo, 2014); and other variables such as social influence (or social norm) and flow (Wu & Zhang, 2014), are incorporated into TAM to enhance the understanding of adopting.…”

Section: Theoretical Background Technology Acceptance Modelmentioning

confidence: 99%

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

Zhang

Yin

Luo³

et al. 2016

AJET

View full text Add to dashboard Cite

Massive open online course (MOOC) learning attracts more and more attention in both the practice and the research field. Finding out what factors influence learners' MOOC adoption is of great importance. This study focuses on learner control, user characteristics and platform difference. Hypotheses and a research model are proposed by incorporating perceived learner control, e-learning self-efficacy, and personal innovativeness in information technology (PIIT) into the original technology acceptance model (TAM). With the empirical data from 214 MOOC learners, the effects of perceived learner control on perceived usefulness and perceived ease of use are confirmed. E-Learning self-efficacy is found to have positive influence on perceived learner control and ease of use. While the effect of PIIT on perceived learner control is not supported, PIIT influences learners' perception of usefulness and ease of use. Furthermore, a comparison between foreign and native MOOC platforms shows the former should emphasize ease of use more, and the latter should emphasize usefulness more, to enhance their attractiveness.

show abstract

Section: Theoretical Background Technology Acceptance Modelmentioning

confidence: 99%

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

Zhang

Yin

Luo³

et al. 2016

AJET

View full text Add to dashboard Cite

show abstract

“…There are numerous benefits that organisations implementing e-learning can realise, such as cost savings, an improvement in the learning process, an increase in access to instructors for learners, accommodation of various learning styles, dynamic course content, and high-quality training that can be structured or unstructured. Applications of e-learning have been noticed in several areas, including primary and higher education and corporate training as well as training for government employees (Pereira, Ramos, Gouvêa, & Da Costa, 2015).…”

Section: Introductionmentioning

confidence: 99%

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

Esterhuyse

Scholtz

Venter

2016

IJIKM

View full text Add to dashboard Cite

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.

show abstract

“…This insight goes beyond other published studies aiming at developing exploratory and explanatory models. Examples in the latest research can be found in Peireira et al (2015), who elaborated on the factors shaping continuous e-learning uses, or , who defines barriers or influences without specifying context-specific contingencies and change processes (cf. Peireira et al, 2015).…”

Section: Innovating Research On Barriers-theorizing On the Barriers Tmentioning

confidence: 99%

Barriers to open e-learning in public administrations

Stoffregen

Pawlowski

Ras

et al. 2016

Technological Forecasting and Social Change

View full text Add to dashboard Cite

Satisfaction and continuous use intention of e-learning service in Brazilian public organizations

Cited by 80 publications

References 59 publications

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

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

Barriers to open e-learning in public administrations

Contact Info

Product

Resources

About