Measuring system usage: implications for IS theory testing
Management Science
Perceived critical mass effect on groupware acceptance
European Journal of Information Systems
An empirical investigation of student acceptance of course websites
Computers & Education
International Journal of Human-Computer Studies - Special issue on HCI and MIS
Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies
Information and Management
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model
International Journal of Human-Computer Studies
A face(book) in the crowd: social Searching vs. social browsing
CSCW '06 Proceedings of the 2006 20th anniversary conference on Computer supported cooperative work
Critical success factors for e-learning acceptance: Confirmatory factor models
Computers & Education
The acceptance and use of a virtual learning environment in China
Computers & Education
The role of perceived resources in online learning adoption
Computers & Education
Factors affecting e-collaboration technology use among management students
Computers & Education
Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns
Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns
An empirical study of the factors affecting social network service use
Computers in Human Behavior
Motivational factors that influence the acceptance of Moodle using TAM
Computers in Human Behavior
Validating instruments in MIS research
MIS Quarterly
International Journal of Systems and Service-Oriented Engineering
International Journal of Systems and Service-Oriented Engineering
Learners' acceptance of mobile technology supported collaborative learning
International Journal of Mobile Learning and Organisation
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Collaborative technologies support group work in project-based environments. In this study, we enhance the technology acceptance model to explain the factors that influence the acceptance of Google Applications for collaborative learning. The enhanced model was empirically evaluated using survey data collected from 136 students enrolled in a full-time degree program that used Google Applications to support project work. According to the research results, determinants of the technology acceptance model are the major factors influencing the adoption of the technology. In addition, the subjective norm represented by peers is found to significantly moderate the relationship between attitude and intention toward the technology. However, our results do not show a significant effect of subjective norms represented by instructors and mass media on students' intentions to use the technology. The ability to share information in the collaborative learning environment is found to influence intention and behavior toward the Google Applications platform.