Role of power supply towards e-learning acceptance: VBSEM-AMOS
Around the World, advents of e-learning and its applications have given tertiary establishments a better operating system to broaden their educational system via invents like the internet which offers learners with versatility and ubiquity to embrace e-learning education anywhere and at anytime. Unf...
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| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Published: |
Institute of Electrical and Electronics Engineers Inc.
2016
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/72936/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-85010310572&doi=10.1109%2fINFOCOMAN.2016.7784233&partnerID=40&md5=c19362446e3f9a9427ec2e98eb0e7e48 |
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| Summary: | Around the World, advents of e-learning and its applications have given tertiary establishments a better operating system to broaden their educational system via invents like the internet which offers learners with versatility and ubiquity to embrace e-learning education anywhere and at anytime. Unfortunately, in Nigeria, minimal studies have been conducted to explore the factors conducive to students' acclaimed versatility regarding e-learning. This study applied Technology Acceptance Model (TAM) as foundation to investigate Nigerian students' perception to embrace e-learning. Variance Based Analysis-Amos was employed on the 869 responses from students in five Nigerian tertiary establishments. This study revealed power supply, technical resources, perceptive usefulness and ease as significantly important to embracing e-learning when regressed on intent to e-learning. Except ease of use and technical resources, all the factors paths regressed were significant to e-learning acceptability. Squared multiple of 74% accomplished, findings and recommendations were thereafter presented. |
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