A Cross-Cultural Examination of the Impact of Social, Organisational and Individual Factors on Educational Technology Acceptance between British and Lebanese University Students

Autor/inn/en	Tarhini, Ali; Hone, Kate; Liu, Xiaohui
Titel	A Cross-Cultural Examination of the Impact of Social, Organisational and Individual Factors on Educational Technology Acceptance between British and Lebanese University Students
Quelle	In: British Journal of Educational Technology, 46 (2015) 4, S.739-755 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12169
Schlagwörter	Social Influences; Student Characteristics; Technology Integration; Electronic Learning; Technology Uses in Education; College Students; Questionnaires; Student Attitudes; Hypothesis Testing; Structural Equation Models; Cross Cultural Studies; Cultural Differences; Social Attitudes; Difficulty Level; Quality of Life; Self Efficacy; Foreign Countries; Lebanon; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Fragebogen; Schülerverhalten; Hypothesenprüfung; Hypothesentest; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Social attidude; Soziale Einstellung; Schwierigkeitsgrad; Lebensqualität; Self-efficacy; Selbstwirksamkeit; Ausland; Libanon
Abstract	This paper examines the social, organisational and individual factors that may affect students' acceptance of e-learning systems in higher education in a cross-cultural context. A questionnaire was developed based on an extended technology acceptance model (TAM). A total sample of 1173 university students from two private universities in Lebanon and one university in England participated in this study. After performing the satisfactory reliability and validity checks, the hypothesised model was estimated using structural equation modeling. The findings of this study revealed that perceived usefulness (PU), perceived ease of use (PEOU), social norms (SNs), perceived quality of work life (QWL), computer self-efficacy (SE) and facilitating conditions (FC) are significant determinants of behavioural intentions (BIs) and usage of e-learning system for the Lebanese and British students. QWL, the newly added variable, was found the most important construct in explaining the causal process in the model for both samples. Differences were found between Lebanese and British students with regard to PEOU, SN, QWL, FC, SE and actual usage; however, no differences were detected in terms of PU and BI. Overall, the proposed model achieves acceptable fit and explains for 69% of the British sample and 57% of the Lebanese sample of its variance which is higher than that of the original TAM. Our findings suggest that individual, social and organisational factors are important to consider in explaining students' BI and usage of e-learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01