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Effect of personal factors to use ICTs on e-learning adoption: comparison between learner and instructor in developing countries

Effect of personal factors to use ICTs on e-learning adoption: comparison between learner and... This research investigated some key factors influencing an individual’s behavior to use e-learning in developing countries through social cognitive theory for examining the adoption of e-learning by instructors and learners, who are the key e-learning users. This paper focused on the personal capacity of Information and Communications Technologies and also investigated the mediating effects of computer self-efficacy (CSE) and performance expectation on intention to use e-learning. The results indicate that performance expectation and CSE were crucial factors influencing behavior intention to use e-learning systems for both instructors and learners. This study also found that computer experience and personal innovativeness in the domain of information technology were prominent factors for instructors. In addition, some differences and similarities were identified in the results for instructors and learners. This study used structure equation model, partial least squares, for data analysis, and data were collected from universities in Indonesia. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information Technology for Development Taylor & Francis

Effect of personal factors to use ICTs on e-learning adoption: comparison between learner and instructor in developing countries

Effect of personal factors to use ICTs on e-learning adoption: comparison between learner and instructor in developing countries

Abstract

This research investigated some key factors influencing an individual’s behavior to use e-learning in developing countries through social cognitive theory for examining the adoption of e-learning by instructors and learners, who are the key e-learning users. This paper focused on the personal capacity of Information and Communications Technologies and also investigated the mediating effects of computer self-efficacy (CSE) and performance expectation on intention to use e-learning. The...
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Publisher
Taylor & Francis
Copyright
© 2017 Commonwealth Secretariat
ISSN
1554-0170
eISSN
0268-1102
DOI
10.1080/02681102.2017.1312244
Publisher site
See Article on Publisher Site

Abstract

This research investigated some key factors influencing an individual’s behavior to use e-learning in developing countries through social cognitive theory for examining the adoption of e-learning by instructors and learners, who are the key e-learning users. This paper focused on the personal capacity of Information and Communications Technologies and also investigated the mediating effects of computer self-efficacy (CSE) and performance expectation on intention to use e-learning. The results indicate that performance expectation and CSE were crucial factors influencing behavior intention to use e-learning systems for both instructors and learners. This study also found that computer experience and personal innovativeness in the domain of information technology were prominent factors for instructors. In addition, some differences and similarities were identified in the results for instructors and learners. This study used structure equation model, partial least squares, for data analysis, and data were collected from universities in Indonesia.

Journal

Information Technology for DevelopmentTaylor & Francis

Published: Oct 2, 2018

Keywords: E-learning; developing country; PLS; self-efficacy; personal innovativeness

References