IDENTIFYING FACTORS AFFECTING INTENTION TO USE IN DISTANCE LEARNING SYSTEMS

Rahmi Baki · Burak Birgören · Adnan Aktepe

31 citations0/0 files storedTurkish Online Journal of Distance Education

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Technology Adoption and User Behaviour Online and Blended Learning Technology-Enhanced Education Studies

Abstract

The use and benefit of Distance Learning Systems (DLS) can be increased by a detailed analysis of the factors affecting students’ intention to use. This study aims to analyse the effect of various independent variables on the user satisfaction and intention to use DLS via Perceived Ease of Use and Perceived Usefulness. In addition, Time Effectiveness is proposed as a new variable with the claim that the time spent in DLS is valuable. Data were collected from 925 undergraduate students currently enrolled in 9 state universities in Turkey. Data were analysed through Structural Equation Modelling (SEM). Results show that while Interaction, Compatibility and Time Effectiveness have a positive effect on user satisfaction and intention to use via Perceived Usefulness; Self Efficacy, Subjective Norm and Enjoyment have no influence. Moreover, Self Efficacy, Interaction, Anxiety and Time Effectiveness have a significant impact on Perceived Ease of Use, yet Subjective Norm and Enjoyment don’t.

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References

1991The theory of planned behavior 2015Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors 2016Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios 2009Looking under the Bonnet: Factors Affecting Student Adoption of E-Learning Systems in Jordan 2013Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning

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