Understanding e-learning adoption in Brazil: Major determinants and gender effects

Abstract

<p>The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM) by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators’ perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1) ease of use –› perceived usefulness; (2) perceived usefulness –› attitude, and (3) intention –› actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil. <br /><br /></p><p> </p>

Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

“…Figure 2 shows that the learners' behavioural intentions significantly and positively influence actual behaviour. This aligns with the results of Luis and Franz (2004); Todd (1995a, 1995b);Yu, Ha, Choi, and Rho (2005);and Okazaki and dos Santos (2012). The path coefficient was 0.455 and reached the significance level and the 2 effect size of actual behaviour was 0.38, evidence of a strong effect.…”

“…This result is identical to that of Iqbal and Bhatti (2015). Especially, PU, as compared with PEOU, is a strong predictor of attitude, a finding also supported by Okazaki and dos Santos (2012). Moreover, this study added mediating variables to measure the relationships among the variables in a more holistic manner (Bagozzi, 2007).…”

An empirical examination of individual and system characteristics on enhancing e-learning acceptance

“…However, a critical review of TAM (Legris, Ingham & Collerette, 2003;Wu & Wu, 2005) argued that there is a need to incorporate other external and internal variables to provide a comprehensive view of IT adoption behaviour. Okazaki and dos Santos (2012) proposed that attempts to extend the TAM have adopted one of three approaches: introducing variables from related models, introducing additional or alternative factors, and examining antecedents and moderators of PU and PEOU (Wixom & Todd, 2005). Specific factors related to human change processes should be incorporated to search for more external variables to provide increasingly accurate explanations of the TAM model (Csikszentmihalyi, 1993;Cheng, 2011).…”

Nemek közötti különbségek a technológia elfogadásában – a PLS-MGA alkalmazása

“…A PU viszont a férfiakat motiválja jobban a használatra, mint a nőket (Kim [2010], Okazaki-dos Santos [2012], Ong-Lai [2006], Padilla et al [2013], TerzisEconomides [2011]), ami arra utal, hogy a férfiak általában az új technológia hasznosságára koncentrálnak annak használatakor (Ong-Lai [2006]). …”

“…Egyesek szerint a nők körében erősebb ez a hatás (Ong-Lai [2006]), míg mások szerint a férfiak körében (Okazaki-dos Santos [2012] Padilla et al [2013). …”