A Study of the Infuence of e-Learning Self-Efficacy in the Acceptance of e-Learning Systems

• Main Authors: Sen, Mousa, 沈孟生
• Other Authors: Yu, Chen Kou
• Format: Others
• Language: en_US
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/51518680177323632478

碩士 === 樹德科技大學 === 資訊管理研究所 === 95 === The rapid growth of e-learning market has attracted numerous researchers to study of e-learning effectiveness in order to increase the population of users. However, some institutions and organizations are facing unexpected barriers regarding users’ acceptance. This study aims at investigating the influence of E-learning Self-Efficacy (ELSE) in the acceptance of e-learning systems through integrating with the Technology Acceptance Model (TAM). According to the TAM, both the Perceived Usefulness (PU) and the Perceived Ease of Use (PEOU) directly influence the end user's Behavioral Intention (BI) to accept a technology. Previous research has found that self-efficacy is an important determinant of Perceived Ease of Use. However, less research has indicated the relationship between self-efficacy and Behavioral Intention. There also is no study of the specific E-learning Self-Efficacy that incorporates with TAM. With the sample size of 155 students who took an e-course on Basic Computer Concepts, a multivariate technique based on the structural equation modeling approach was conducted to test the proposed model and analyze the influence of E-learning Self-efficacy on Perceived Usefulness, Perceived Ease of Use, and Behavioral Intention. The results strongly support the extended TAM. Significant differences were found between the constructs.