Literaturnachweis - Detailanzeige
Autor/inn/en | Al-Emran, Mostafa; Teo, Timothy |
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Titel | Do Knowledge Acquisition and Knowledge Sharing Really Affect E-Learning Adoption? An Empirical Study |
Quelle | In: Education and Information Technologies, 25 (2020) 3, S.1983-1998 (16 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Al-Emran, Mostafa) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-2357 |
DOI | 10.1007/s10639-019-10062-w |
Schlagwörter | Electronic Learning; Educational Technology; Information Technology; Technology Integration; Models; Structural Equation Models; Least Squares Statistics; Usability; College Students; Student Attitudes; Sharing Behavior; Foreign Countries; Learning Processes; Knowledge Level; Intention; Oman |
Abstract | Studying the factors that affect the e-learning adoption is not a new research topic. Nevertheless, exploring the effect of knowledge acquisition and knowledge sharing on e-learning adoption is a relatively new research trend that has not been featured in the existing literature. Thus, this study was conducted to build a new model by extending the technology acceptance model (TAM) with knowledge acquisition and knowledge sharing to examine the e-learning adoption. A total of 403 students enrolled at Al Buraimi University College (BUC) in Oman was surveyed. Using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) to evaluate the proposed model, the results suggested that knowledge acquisition, knowledge sharing, perceived usefulness, and perceived ease of use have significant direct effects on the students' behavioral intention to adopt e-learning systems. The findings also suggested that knowledge acquisition and knowledge sharing have a significant positive influence on perceived usefulness and perceived ease of use. The evidence from these results provides holistic insights which could assist the policy-makers and educators to better understand the factors affecting the adoption of e-learning systems. The implications for theory and practice, limitations, and future work are also discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |