A study on e-learning take-up intention from an innovation adoption perspective: A case in China

  • Authors:

  • Yanqing Duan;Qile He;Weizhe Feng;Daoliang Li;Zetian Fu

  • Affiliations:

  • The Business School, University of Bedfordshire, Luton, LU1 3JU, UK;The Business School, University of Bedfordshire, Luton, LU1 3JU, UK;International College at Beijing, China Agriculture University, Beijing 100083, PR China;International College at Beijing, China Agriculture University, Beijing 100083, PR China;International College at Beijing, China Agriculture University, Beijing 100083, PR China

  • Venue:
  • Computers & Education
  • Year:
  • 2010

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Abstract

This research aims to examine, from an innovation adoption perspective, Chinese students' intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers's relational model of perceived innovation attributes. Rogers's model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n=215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention.