Gender difference, computer experience, self-efficacy, motivation and intention toward e-learning: a case study of the Blackboard system
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Liaw, S.S. & Huang, H.M. (2009). Gender difference, computer experience, self-efficacy, motivation and intention toward e-learning: a case study of the Blackboard system. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 1762-1770). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32715.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
October 26, 2009
Theo Bastiaens, Jon Dron & Cindy Xin
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Table of Contents
In the past decade, e-learning systems are being used in many universities and schools. Although e-learning has various benefits, understanding learners’ attitudes toward it is still a critical issue. In an attempt to study and explain individual’s attitudes and behaviors in using e-learning, we focus on gender difference, computer experience, self-efficacy, and motivation. 424 university students use the Blackboard system and answer a questionnaire after using it for two months. The results demonstrate male students have more positive e-learning attitudes, computer experience is a positive predictor on e-learning attitudes, and self-efficacy and motivation, including intrinsic and extrinsic motivation, are significantly predictive factors for behavioral intention of using e-learning.
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