مطالعه مؤسسات آموزش عالی در مورد استفاده از سیستم های یادگیری الکترونیکی
Abstract
Introduction
Literature review
Theoretical framework
Methodology
Data analysis
Discussion and recommendations
Contribution of the study
Limitations of the study and future direction
References
Abstract
Purpose - The purpose of this study was to investigate the factors that might influence the intention and use behaviour of e-learning systems by students in state universities in Sri Lanka . Design/methodology/approach – The theoretical model for this study was primarily drawn from unified theory of acceptance and Use of Technology 2 (UTAUT2). Exogenous variables included performance expectancy, effort expectancy, social influence, work life quality, hedonic motivation, internet experience and facilitating condition, and their influence on behavioural intention and use behaviour were studied. Instrument was developed using validated items from past literature. Data for this quantitative study were collected from undergraduate and postgraduate students from 15 Sri Lankan state universities by selfadministering and Web-form during second quarter of 2018. Structural equation modelling was used to see the insights from the valid data using IBM’s SPSS 25 and AMOS 22.
Findings - Results of the confirmatory factor analysis and subsequent evaluation of the structural model confirmed the proposed hypotheses, and it was found that constructs of UTAUT2 have a significant impact on and play an important role in behavioural intention to use and use behaviour of e-learning system by state university students in Sri Lanka.
Originality/value - The adoption of an e-learning system in Sri Lankan state universities is fairly low. Hence, investigation of what determinants might be contributing for adoption is important to enhance the learning experience of students and help them improve their knowledge. This paper contributes by delineating the factors that influence the acceptance and use of e-learning systems by students of state universities in Sri Lanka.
Introduction
As society has evolved to be technology-driven, vigorous development of information and communications technology (ICT) and its application in all facets of human life have seen immense changes in the landscape of education globally (Vidakis and Charitakis, 2018). This has led educational institutions to implement new technologies in teaching and learning processes. Electronic learning (e-learning) is a powerful tool that transforms the traditional method of learning because it strengthens the capacity of teaching and learning (Alfraih and Alanezi, 2016) through provision of an efficient and effective channel for educational institutions for teaching and learning among students, as well as efficient knowledge delivery. E-learning is defined as the delivery of learning materials and methods online by using information technologies to learn, teach or acquire knowledge anytime from anywhere (Turban et al., 2015, p. 218). Learning processes can be online, offline or both (Al-Busaidi, 2013). In terms of time and location, e-learning provides learners convenience and flexibility. Learners acquire and make use of knowledge disseminated digitally (Tetteh, 2016). E-learning does not exclusively refer to Web-based learning; it also includes mobilelearning, where materials are delivered to wireless devices such as smartphones, tablets or other mobile devices; hence, the term e-learning covers a wide spectrum including computerbased training, computer-based instructions, online education and other terms, and it is useful to facilitate learning at educational institutions and to provide a conducive atmosphere for efficient and effective corporate training (Turban et al., 2015). According to Driscoll (2010), e-learning was said to have strategic and technical benefits. E-learning helps people to keep themselves updated through lifelong learning in non-traditional ways of learning (Turban et al., 2015).