The Relationship Between Acceptance, Actual Use of a Virtual Learning Environment and Performance: An Ecological Approach

Larmuseau, Charlotte; Evens, Marie; Elen, Jan; Noortgate, Wim Van den; Desmet, Piet; Depaepe, Fien

doi:10.1007/s40692-018-0098-9

Cited by 20 publications

(11 citation statements)

References 52 publications

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“…All variables except PEOU had a direct and significant influence on students’ attitudes towards e-learning usage. This result corroborates that by Larmuseau et al ( 2018 ) and Tiwari ( 2020 ) who found that attitude is significantly affected by the extent to which a given technology will make a user productive. Also in line with the postulation so the TAM (Davis 1989 ), when technology makes users productive, they will as well find it to be useful.…”

Section: Discussionsupporting

confidence: 91%

“…Accordingly, PEOU was found to be of less concern to students during the period of the COVID-19 pandemic. In contrast to e-learning acceptance before the COVID-19 pandemic, existing research evidence showed that students’ acceptance of e-learning was significantly affected by how easy or difficult they perceived its usage (Larmuseau et al 2018 ; Yuen and Ma 2008 ). Besides, TAM (Davis 1989 ) posits that when students find a technology to be easy to use, they will as well use it and vice versa.…”

Section: Discussionmentioning

confidence: 99%

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Emergency e-learning acceptance in second-cycle institutions in Ghana: a conditional mediation analysis

Amankwa

Asiedu

2022

SN Soc Sci

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This paper investigates the determinants that will influence students’ acceptance of the electronic learning (e-learning) system of education after the COVID-19 emergency. Specifically, the paper assesses the attitudes and intentions of students in second-cycle institutions to accept e-learning after the pandemic, using constructs derived from the health belief model and technology acceptance model. Also, we test if there is any significant difference in the attitudes and intentions of students in public and private institutions. Using data collected from 370 students in upper and lower levels of a second-cycle institutions in Ghana, we found that student attitude is significantly influenced by perceived usefulness and moderately affected by perceived severity, whereas, student’s intention is moderately affected by the perceived severity but substantially influenced by the student’s attitude towards usage. Also, the results revealed that students’ attitudes and intentions to use e-learning are moderately affected by the severity of the ongoing COVID-19 pandemic. Finally, there were no significant differences in the attitudes and intentions of the sampled students in public and private second-cycle institutions in Ghana, regarding their acceptance and usage of e-learning after the COVID-19 emergency. Given the study’s findings, the paper concludes that students’ attitudes and intention to use e-learning are the main determinants that will influence the students’ acceptance of the e-learning system of education in second-cycle institutions in Ghana after the COVID-19 emergency. The paper contributes to knowledge by providing evidence of students’ acceptance of the e-learning system of education after the COVID-19 emergency in the context of a developing country like Ghana.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Emergency e-learning acceptance in second-cycle institutions in Ghana: a conditional mediation analysis

Amankwa

Asiedu

2022

SN Soc Sci

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“…Consistent with the literature, the impact of PU on SAT [100], USE [101], and ACP [10] is significant. Such findings indicate that students are inclined to use the e-learning system if the system provides useful features that facilitate the completion of learning-related tasks efficiently and successfully.…”

Section: Discussionsupporting

confidence: 83%

Developing a Holistic Success Model for Sustainable E-Learning: A Structural Equation Modeling Approach

et al. 2021

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In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students’ satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students’ learning.

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“…Almaiah and Alismaiel (2019) suggested that perceived usefulness is a crucial factor affecting the use of information systems, and users will use a system if they find it beneficial for their performance. Furthermore, prior research established the statistically positive impact of perceived usefulness on actual use (Alenazy et al, 2019;Algunto et al, 2017;Larmuseau et al, 2018). Thus, the following hypothesis is posited:…”

Section: / 15mentioning

confidence: 96%

System Quality and Student’s Acceptance of the E-learning System: The Serial Mediation of Perceived Usefulness and Intention to Use

et al. 2022

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This study explores the mechanism through which system quality influences e-learning system acceptance. Precisely, this study aims to examine how perceived usefulness and intention to use serially mediate the impact of system quality on actual use. The data were collected from three public universities in Jordan. Structural equation modeling was employed to examine 336 questionnaires. The findings reveal that system quality significantly affects perceived usefulness and intention to use, perceived usefulness significantly affects intention to use and actual use, where the intention to use significantly affects actual use of the e-learning system as well. Furthermore, the study also confirms that system quality does not affect the e-learning system actual use directly but indirectly and serially through the two acceptance variables, perceived usefulness and intention to use. Thus, this study improves the understanding of student's acceptance and behavior towards the e-learning system in Jordan public universities and the effect of system quality attributes on this relationship. Also, this study set certain directions for the decision-makers and university management in designing their strategies.

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The Relationship Between Acceptance, Actual Use of a Virtual Learning Environment and Performance: An Ecological Approach

Cited by 20 publications

References 52 publications

Emergency e-learning acceptance in second-cycle institutions in Ghana: a conditional mediation analysis

Emergency e-learning acceptance in second-cycle institutions in Ghana: a conditional mediation analysis

Developing a Holistic Success Model for Sustainable E-Learning: A Structural Equation Modeling Approach

System Quality and Student’s Acceptance of the E-learning System: The Serial Mediation of Perceived Usefulness and Intention to Use

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