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Web-Based Educational Information System for Enhanced Learning, EISEL: Student Assessment

, Concordia University, Canada

JITE-Research Volume 2, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute


During the last decade, Information Technology (IT) has been the primary force driving the transformation of roles in the education industry. More specifically, the World Wide Web (WWW) and associated technologies provided a new playground with new rules and tools to conduct instruction and create novel approaches to learning. We have seen the application of IT in education in the form of CD-ROMs. With the evolution of the WWW we saw education marketed as long distance learning, web based learner centered environments, internet based learning environments, and self instructed learning. With all the different models used on the web, few have studied their acceptance and their effectiveness on learning. Many educational institutions today have embarked in the development of web based courses. However, they face enormous difficulty in achieving successful strategies including the delivery, effectiveness, and acceptance of the courses. This is mainly due to the fact that the problem of developing a successful web based course involves multiple inter-related dimensions ranging from technology related issues to pedagogical considerations. Davis (1989) proposed a Technology Assessment Model (TAM) to explain user acceptance of technology. The TAM identifies ‘perceived usefulness’ and ‘perceived ease-of-use’ as the antecedents to ‘behavioral intentions’ to use a technology. Extensive attention in previous TAM research dealt with business software in a business context. More effort is required to investigate research results involving different technologies and user populations. In response, this paper reports on research work that investigated the applicability of a modified version of TAM in explaining students’ acceptance of web based technologies for their courses. The target IT presented herein is a web-based Educational Information System for Enhanced Learning (EISEL). The results of the modified version of TAM are discussed. The technology and user group are new to the IT acceptance and adoption research. The TAM constructs were operationalized in the context of the EISEL. This research is a first attempt (using the first version of EISEL) to understand students’ beliefs and perceptions in relation to using a web based learning tool. Our results suggest that TAM was able to provide a relatively reasonable view of students’ acceptance of EISEL. However, compared with prior TAM studies, it appears that the TAM has weaker utility for explaining students’ intentions in the context of education and learning. ‘Perceived usefulness’ was found to have a significant positive influence on intentions to use, but perceived ease of use did not. Furthermore, the influence of ‘perceived ease of use’ on ‘perceived usefulness’, was found to be strong. Overall, these findings suggest that students will not necessarily intend to use EISEL because it is easy to use, but rather perceive that it is easy to use. Then it will help them perform better in the course. This posits a strong positive relationship between ‘perceived ease of use’, ‘perceived usefulness’ and ‘behavioral intention’ to use. The relatively low R-squared of the model, suggests both the limitation of the model for the present context, and the need to integrate additional variables. These variables should be consistent in order to improve the TAMs’ explanatory utility in the web based student learning context.


Saadé, R.G. (2003). Web-Based Educational Information System for Enhanced Learning, EISEL: Student Assessment. Journal of Information Technology Education: Research, 2(1), 267-277. Informing Science Institute. Retrieved August 18, 2019 from .



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