Abstract

This study examined the underlying factors and causal relationships that determine learners' behavioral intentions to use Web-based learning technology in postsecondary education. A survey instrument with 41 items was developed employing primarily a seven-point Likert scale format. Two samples of students were randomly selected from both the continuing education and the higher education divisions of a postsecondary institution in Taiwan. There were 259 and 298 respondents respectively.

Three research models that were extensions of the Technology Acceptance Model (TAM) were hypothesized based upon theory and a review of related literature. Structural Equation Modeling (SEM) and nested model comparisons were performed to derive the final model. The first sample data was used for the data analyses and the second to ensure the consistency of the final model. The following findings were noted. (1) System features (functionality, interactivity, and response) had significant total effects on intentions to use. (2) Perceptions of usefulness and ease of use had significant total effects upon intentions to use for both supplementary learning and distance education and had significant direct effects on intention for supplementary learning, but their direct effects on intention for distance education weakened and became insignificant. (3) Intentions to use for supplementary learning directly influenced intention to use for distance education. (4) Learners' self-efficacy and Internet experience had no influence upon intentions to use, although self-efficacy was a significant factor in forming perception of ease of use.

Findings from t tests revealed that male learners had more confidence in using the technology, more Internet experience, a higher perception of system interactivity, and higher beliefs of usefulness and ease of use than female learners. Also, continuing education learners had a higher intention to use the technology for distance education and a higher perception of usefulness than higher education learners. Multi-sample SEMs revealed that both gender and educational division of learners had moderating effects on the relationships between the determinant factors and intentions to use the technology. Finally, the final model revealed more explanatory power over TAM, since it addressed the acceptance of technology used in both the existing and the new learning paradigm.

Citation

Lee, Y.k. Factors affecting learner behavioral intentions to adopt Web-based learning technology in adult and higher education. Ph.D. thesis, University of South Dakota. Retrieved August 13, 2024 from https://www.learntechlib.org/p/116658/.

This record was imported from ProQuest on October 22, 2013. [Original Record]

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Keywords

• Administration Education
• Technology of Education