An Empirical Study on Behavioural Intention to Reuse E-Learning Systems in Rural China

Autor/inn/en	Li, Yan; Duan, Yanqing; Fu, Zetian; Alford, Philip
Titel	An Empirical Study on Behavioural Intention to Reuse E-Learning Systems in Rural China
Quelle	In: British Journal of Educational Technology, 43 (2012) 6, S.933-948 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2011.01261.x
Schlagwörter	Foreign Countries; Developing Nations; Usability; Rural Areas; Adoption (Ideas); Models; Educational Quality; Self Efficacy; Intention; Electronic Learning; Distance Education; Information Systems; Structural Equation Models; Web Based Instruction; Educational Technology; College Instruction; College Students; Student Attitudes; Data Analysis; Student Surveys; Rural Education; Agricultural Colleges; Part Time Students; China + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Rural area; Ländlicher Raum; Ideas; Ideenfindung; Analogiemodell; Quality of education; Bildungsqualität; Self-efficacy; Selbstwirksamkeit; Distance study; Distance learning; Fernunterricht; Web Based Training; Unterrichtsmedien; Hochschullehre; Collegestudent; Schülerverhalten; Auswertung; Schülerbefragung; Ländliche Erwachsenenbildung; Landwirtschaftliche Fakultät; Landwirtschaftliche Hochschule; Part-time students; Teilzeitstudent
Abstract	The learner's acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners' experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system's success. Therefore, a better understanding of the multiple factors affecting the e-learner's intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner's behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users' behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness. (Contains 7 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10