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|Title:||Investigating students' acceptance of E-learning system in Higher Educational Environments in the UAE: Applying the Extended Technology Acceptance Model (TAM)|
|Authors:||SALLOUM, SAID ABDELRAHIM SAID|
United Arab Emirates (UAE)
higher educational environments
Technology Acceptance Model (TAM)
|Publisher:||The British University in Dubai|
|Abstract:||Recently, with the proliferation of internet technology, e-learning has become one of the important educational technologies in higher educational institutions. Nevertheless, the success of e-learning systems highly depends on the students’ acceptance of such systems. The purpose of this study is threefold. First, to analyze the most widely used external factors of the Technology Acceptance Model (TAM) concerning the e-learning adoption and acceptance studies. In that, a quantitative research approach comprising of 120 significant published studies from the last twelve years was conducted in order to carry out a systematic review. As a result, the most extensively used external factors of TAM were identified, namely: computer self-efficacy, subjective/social norm, perceived enjoyment, system quality, information quality, content quality, accessibility, and computer playfulness. Second, to develop a new model by extending the TAM with the most widely used factors. Third, to validate the new model using the partial least squares-structural equation modelling (PLS-SEM) approach, which fits well with the purpose of our study. Data were collected using a questionnaire survey from five different universities that have already implemented the e-learning system in the United Arab of Emirates (UAE). The total number of participants in the study is 435 students. Results indicated that system quality, computer self-efficacy, and computer playfulness have a significant impact on students’ perceived ease of use of e-learning systems. In addition, information quality, perceived enjoyment, and accessibility have a positive influence on students’ perceived ease of use and perceived usefulness of e-learning systems. Furthermore, perceived usefulness and perceived ease of use have led to an increase in the students’ intention to use e-learning systems. Implications, limitations, and future research are also discussed.|
|Description:||DISSERTATION WITH DISTINCTION|
|Appears in Collections:||Dissertations for Informatics (Knowledge and Data Management)|
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