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| Autor: | De-sheng Fu, 傅德生 |
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| Rok vydání: | 2010 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 98 With the development of the Internet, E-learning is experiencing rapid growth. E-learning has been implemented by higher education institutions worldwide for decades. It was expected that e-learning has offered avenue to enhence teaching and learning performance. Whereas educational institutions have invested substantial resources in e-learning systems, the benefits of such systems will not be achieved if learners fail to use the system. Therefore, the satisfaction of users, the effectivenss of e-learning sytem, and the users’ intention to use the system were the key factors in a successful implementation of e-learning programs. By examining those key factors, the knowledge base on important determinants of e-learning system adoption and practical implications to education institutions planning to design and implement e-learning sytems can be expanded. The purpose of this study is to evaluate the effectiveness of e-learning system applied in higher education institutions. This research combines the DeLone and McLean’s Information System Success Model (IS Success Model) and Davis’s Technology Acceptance Model (TAM), and adds two research variables, interactivity and trait self-regulation to propose a new hybrid technology acceptance model to study students’ satisfaction and behavioral intentions to use the e-learning system. Data were collected from 613 students who were registered or have the using experience of the e-learning courses in the Asia University. This research has adopted structural equation model (SEM) for its data analysis to study the causalities among all parameters constructed in the proposed model. The conclusions of this study were summarized as followings: 1. System quality, information quality, service quality, interactivity, and trait self-regulation positively affected the users’ perceived ease of use of the e-learning systems, thereby affected the users’ satisfaction and behavioral intention to use. 2. Information quality and trait self-regulation positively affected the users’ perceived usefulness of the e-learning systems, thereby affected the users’ satisfaction and behavioral intention to use. 3. Perceived usefulness and perceived ease of use both affected the users’ satisfaction of e-learning systems, and further affected the users’ intention to use the e-learning system. By explaining the key factors that affected students’ behavioral intentions and users’ satisfaction, the findings of this research help to develop more user-friendly e-learning systems and also provide insight into best way to promote e-learning systems for students in higher education institutions. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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