Understanding learner acceptance of learning objects: The roles of learning object characteristics and individual differences

Abstract

Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the users are more willing to continue to use the technology. In this study, an extended version of technology acceptance model (TAM) with two external variables (learning object characteristics and individual differences) was developed to investigate the underlying factors and causal relationships in predicting learners' acceptance of learning objects. This study called for the respondents to progress through two phases of learning object participation: introduction and direct-use experience to investigate the students' perceptions in terms of usefulness and ease of use while utilising learning objects. The findings show that both perceived usefulness and perceived ease of use are determinants of behavioural intention to use learning objects. Learning object characteristics influence both perceived usefulness and perceived ease of use of learning objects; individual differences appear to have no influence upon intention to use learning objects.

Identifying success factors for WBLMS use by instructors of engineering departments

“…Consideration of instructors' needs are so important for the success of the system because the research result of this study showed that instructors' perception about the system usefulness directly and positively affect their behavioral intention to use and that is consistent with prior studies [44]- [47]- [48]. Like in prior studies, CMP led to greater intention to use the system [26].…”

Prediction of Achievement based on Different Dimensions of E-learning Materials in University of Mysore, India

“…E-learning was found equally effective in enhancing EP achievement among students possessing poor, moderate, good, and very good levels of computer knowledge. This finding is in contrast to the results of Robin (28), Siong-Hoe and Woods (29), and Conceicao and Lehman's research, which indicated that some of the students with low experience in use of computers were not able to use e-learning (30).…”

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

“…It was suggested that other external variables affecting users' acceptance behaviour of a new technology are mediated by the two constructs, PU and PEOU; however, the empirical evidence for such external variables were not tested by them at that time. In this line of TAM research, several external variables were identified in addition to PU and PEOU to explicate the determinants of users' acceptance decisions on e-learning systems (Pan, Sivo & Brophy, 2003;Saadé & Bahli, 2005;Volery & Lord, 2000;Brown, 2002;Hussein et al, 2007;Park et al, 2009;Lau & Woods, 2009). For example, some researchers (Brown, 2002;Pituch & Lee, 2006) identified two sets of external variables that affect PEOU and PU of an e-learning system: (1) individual characteristics; and (2) system characteristics.…”