The technology acceptance model and the World Wide Web
Decision Support Systems
Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies
Information and Management
Why do people play on-line games? an extended TAM with social influences and flow experience
Information and Management
Extrinsic versus intrinsic motivations for consumers to shop on-line
Information and Management
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model
International Journal of Human-Computer Studies
Information and Management
Working for Free? Motivations for Participating in Open-Source Projects
International Journal of Electronic Commerce
The Economic Leverage of the Virtual Community
International Journal of Electronic Commerce
Computers in Human Behavior
Understanding information systems continuance: The case of Internet-based learning technologies
Information and Management
Information and Management
User acceptance of WAP services: test of competing theories
Computer Standards & Interfaces
Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation
Information and Management
Factors influencing secondary school teachers' adoption of teaching blogs
Computers & Education
Using SERVQUAL to assess the quality of e-learning experience
Computers in Human Behavior
Transactional distance revisited: Bridging face and empirical validity
Computers in Human Behavior
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There is an increasing interest among educational institutions and private organizations to understand the role of ICT interactive tools (e.g. forums, blogs, chats, blackboards, newsgroups) in the successful implementation of an e-learning system. In this study, we offer a social perspective in the study of e-learning, and posit that individuals' actions are socially embedded. Therefore, we attempt to identify social motivations that underlie learners' attitudes and usage behavior of ICT interactive tools. We propose a comprehensive conceptual framework that identifies two groups of social motivations: (1) anticipated reciprocal relationships and (2) anticipated extrinsic rewards. The empirical test of the framework in a university setting reveals that both types of social motivations significantly influence learners' attitudes. Specifically, social influence and altruism, both of which relate to reciprocal relationships, and recognition by the instructor, which refers to extrinsic rewards and personal benefits, exert a strong positive effect on attitudes toward and usage of ICT interactive tools. The usage leads to improved intentions to continue using these technologies in the future.