E-learning System Acceptance: Implications to Institutional Implementation Strategies

Authors:
Will Wai-kit Ma;Allan Hoi-kau Yuen
Affiliations:
Hong Kong University of Science and Technology & Hong Kong Shue Yan College, HKSAR, China;Centre for Information Technology in Education, The University of Hong Kong, HKSAR, China, will@ust.hk
Venue:
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Year:
2005

Citing 5
Cited 0

Determinants of success for computer usage in small business

MIS Quarterly
Explaining the role of user participation in information system use

Management Science
E-Learning: Strategies for Delivering Knowledge in the Digital Age

E-Learning: Strategies for Delivering Knowledge in the Digital Age
Why do people use information technology?: a critical review of the technology acceptance model

Information and Management
User acceptance of information technology: toward a unified view

MIS Quarterly

Quantified Score

Hi-index	0.00

Visualization

Abstract

Today, most universities have enhanced their classroom courses with online learning systems. However, studies still find organizational systems with specific low usage, compared with the large population within the universities. In order to suggest effective institutional implementation strategies in e-learning system deployment, a validated model framework is applied to a local private tertiary institution. 507 respondents (students) completed an online survey during the second year of the system deployment. Significant correlations were found for performance expectancy, effort expectancy, social influence, and facilitating conditions, in predicting and explaining intention to use of the system. Age and voluntariness were found significant moderator to the determinants; while gender and computer experience were found non-significant in the model. Based on the results, implementation strategies, including institutional issues, management issues, technological issues, pedagogical issues, ethical issues, interface design issues, resource support issues, and evaluation issues were discussed. Limitations and further research agenda were also suggested.