Investigating academic major differences in perception of computer self-efficacy and intention toward e-learning adoption in China

Nattaporn Thongsri · Liang Shen · Yukun Bao

106 citations0/0 files storedInnovations in Education and Teaching International

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Technology Adoption and User Behaviour Online and Blended Learning Gender and Technology in Education

Abstract

Recognizing the underlying relationship between e-learning practice and the institutional environments hosted in, the Chinese educational practice on branching high school students into science, technology, engineering, and mathematics (STEM) and non-STEM academic major groups before being admitted into universities or colleges is examined. By extending the well-established Technology Acceptance Model (TAM) with computer self-efficacy, this study aims to examine the difference in perceptions and behaviours on e-learning adoption from the STEM and non-STEM students. The results revealed that STEM’s score of computer self-efficacy, perceived ease of use and behavioural intention to use e-learning are all greater than non-STEM’s.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 1988Structural equation modeling in practice: A review and recommended two-step approach.2000A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies 2000Structural Equation Modeling and Regression: Guidelines for Research Practice 1995Computer Self-Efficacy: Development of a Measure and Initial Test 1996A Model of the Antecedents of Perceived Ease of Use: Development and Test 1997A Respecification and Extension of the DeLone and McLean Model of IS Success

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