The Role of Perceived Resources in E-Learning Adoption
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Lee, Y.C. (2006). The Role of Perceived Resources in E-Learning Adoption. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (p. 8084). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23445.
This study examines perceptions of adequate resources that can facilitate or inhibit students' adoption of an e-learning system (ELS), through an extension of the technology acceptance model (TAM). The results of the study confirm the original TAM findings that perceived usefulness and perceived ease of use are positively associated with behavioral intention. In addition, the results also partially support that perceived resources have impacts on e-learning adoption: Perceived ease of use, internal computing support, internal computing training, and external computing support have positive effects on perceived usefulness. Furthermore, internal computing support, internal computing training, external computing support, external computing training, and external equipment accessibility have positive effects on perceived ease of use. Recommendations for promoting ELS adoption are subsequently discussed, along with suggestions for improving overall system des
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