An Adoption of the TAM Model to Determine Factors Affecting Students' Acceptance of e-Learning in Institutions of Higher Education in Saudi Arabia
The purpose of this study was to investigate the influence of psychological, social, technical, cultural and institutional factors on the students' acceptance of E-learning in institutions of higher education in Saudi Arabia. Data was collected from 480 students at five universities in Saudi Ar...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2011
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| Online Access: | https://etd.uum.edu.my/2971/1/Abdulhameed_Rakan_Alenezi.pdf https://etd.uum.edu.my/2971/2/1.Abdulhameed_Rakan_Alenezi.pdf https://etd.uum.edu.my/2971/ |
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| Summary: | The purpose of this study was to investigate the influence of psychological, social, technical, cultural and institutional factors on the students' acceptance of E-learning in institutions of higher education in Saudi Arabia. Data was collected from 480 students at five universities in Saudi Arabia by using multi stage stratified random sampling. The questionnaire for this study was adapted from Pituch and Lee (2006), Curtis and Payne (2008), and IVgai, Poon and Chan (2007). Several statistical techniques were used including t-tests, one-way ANOVA, bivariate correlation, and multiple regression analyses. The t-test results showed statistically significant differences in students' E-learning acceptance based on their major and internet experience while students' gender, computer and E-learning experience did not indicate any significant differences. The correlation analysis indicated that the relationships between the psychological, social, technological, cultural and institutional factors were significant. The simple linear regression revealed that, technological, social and psychological factors significantly contributed to the students' acceptance of E-learning while the cultural factor did not. The results of the stepwise regression showed that the variables related to the psychological factor all significantly contributed to the students' E-learning acceptance. As for the social factors, only image and self-identity significantly contributed to students' E-learning acceptance. With regards to the technological factor, three variables namely system response, system functionality and system interactivity significantly contributed to students' E-learning acceptance while system performance did not. Finally, all the institutional factor variables significantly contributed to students' E-learning acceptance. Hierarchical regression results indicated that attitude significantly mediated the relationship between the TAM main constructs and the students' Elearning acceptance. Based on the findings, it is suggested that, among others, higher educational institutions should take into consideration the influence of technological, institutional, social and psychological factors in the process of implementing Elearning. |
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