Extending the TAM for a World-Wide-Web context
Information and Management
| Hi-index | 0.00 |
This study proposes the theories of the electronic learning and technology acceptance model to help promote acceptance rate of web-based learning and auxiliary training for technical and vocational college students. The study discusses the external factors, perceived ease of use, perceived usefulness, satisfaction toward e-learning tools and intention of use. A survey was conducted with technical and vocational college students, and 400 effective samples were received. The findings are as follows: (1) The perceived ease of use shows positive correlations with "frequency of internet use" and "function and interaction of web-based learning" (2) The perceived usefulness shows positive correlations with "frequency of internet use" and "function and interaction of web-based learning." (3) The perceived ease of use has a positive correlation with the perceived usefulness. (4) The perceived ease of use shows positive correlations with outcomes of using e-learning tools, content of e-learning tools and overall satisfaction. (5) The perceived usefulness has a positive correlation with the intention of use. (6) The intention of use shows positive correlations with outcomes of using e-learning tools, content of e-learning tools and overall satisfaction. (7) The perceived usefulness and overall satisfaction of using e-learning tools have a significant effect on intention of use with a predicted loading of 47.7%. Intention of use and overall satisfaction are the most influential factors. Therefore, the research suggests special emphasis on the enhancements of learners' self-efficacy on the internet and of the interaction between the instructor and the student body in activities. The options of web-based learning and auxiliary training can make this process more flexible, and thus the features of e-learning and its goal can be maximized.