Understanding how university student perceptions of resources affect technology acceptance in online learning courses

Abstract

The purpose of this empirical research was to use the perceived resources and technology acceptance model (PRATAM; Ku, 2009) to observe and measure students' beliefs on using the WebCT online learning system (OLS) in two WebCT courses offered at a large university in the south-eastern United States. PRATAM was replicated from previous research to address the factors of perceived resources (R), perceived usefulness (U), perceived ease of use (EOU), attitude towards using, behavioural intention to use (BI), and actual system use (USE). The results show that the constructs of PRATAM explained the data well in both surveys conducted. This study makes a contribution to the literature on PRATAM by identifying and understanding the factors that influence students' behaviours in response to the OLS. Moreover, it provides insights for administrators and instructional designers for improving students' persistence and retention in online learning courses.

Understanding Rural Parents’ Behavioral Intention to Allow Their Children to Use Mobile Learning

“…Secondly, respondents answered the main part of the questionnaire, which comprised of scales measuring the constructs of the model. The questionnaire was adopted from previous studies [19,33] and modified to suit the needs of the current study. The measurement instrument consists of six constructs making a total of 25 items.…”

“…Perceived Resources (PR) PR is defined as "… the extent to which an individual believes that he or she has the personal and organizational resources needed to use an information system" [30]. Perceived resources was found to have a positive effect on PU, PEOU and ATT [31][32][33]. In the studies [31][32][33], researchers investigated the effects of the availability of resources on teachers' acceptance of ICT into the classroom.…”

“…Perceived resources was found to have a positive effect on PU, PEOU and ATT [31][32][33]. In the studies [31][32][33], researchers investigated the effects of the availability of resources on teachers' acceptance of ICT into the classroom. They found that lack of laptops, computer technical support from peers negatively affected the integration of ICT into the classroom.…”

Attitudes towards Online Learning: What Do Brazilian Students Think About?

“…Related to the successful use of technology in online courses, research has also been conducted addressing students' acceptance of LMS (e.g., Sanchez & Hueros, 2010;Alshammari, Ali, & Rosli, 2016), technology acceptance (e.g., Sivo et al, 2018) and online learning tools acceptance (e.g., Valencia-Arias et al, 2018).…”

“…Competences that are expected of the online learning student may be illustrated by the need of high levels of self-regulation and motivation (de Barba, Kennedy, & Ainley, 2016), perceived self-efficacy, learning autonomy, student preparation (Valencia-Arias, Chalela-Naffah, & Bermudez-Hernandez, 2018), and skills of independent learning (Puspitasari & Oetoyo, 2018). Thus, it is noteworthy to investigate factors influencing students' behaviors in the online learning context considering their importance to improve student persistence and online learning expansion (Sivo et al, 2018). In like manner, Coelho Junior et al (2018) argued for the role of identifying students' attitudes in order to improve management course systems and consequently students' performance in online learning environment.…”