A1 Refereed original research article in a scientific journal
Investigating e-learning system usage outcomes in the university context
Authors: Islam AKMN
Publisher: PERGAMON-ELSEVIER SCIENCE LTD
Publication year: 2013
Journal: Computers and Education
Journal name in source: COMPUTERS & EDUCATION
Journal acronym: COMPUT EDUC
Volume: 69
Issue: null
First page : 387
Last page: 399
Number of pages: 13
ISSN: 0360-1315
DOI: https://doi.org/10.1016/j.compedu.2013.07.037
Web address : http://api.elsevier.com/content/abstract/scopus_id:84883143216
Abstract
This paper investigates the outcomes of e-learning systems adoption and use by conceptualizing three e-learning systems adoption outcome constructs namely perceived learning assistance, perceived community building assistance and perceived academic performance. Utilizing these constructs, the paper proposes a research model for assessing the possible outcomes of e-learning systems adoption and use. The study collected longitudinal survey data from 249 university students participating in hybrid courses using a popular learning management system, Moodle. Partial least squares (PLS) approach was then used to test the research model. The findings suggest that beliefs about perceived usefulness and perceived ease of use, and how an e-learning system is used influence students' perceived learning assistance and perceived community building assistance. In turn, perceived learning assistance and perceived community building assistance influence the students' perceived academic performance. © 2013 Elsevier Ltd. All rights reserved.
This paper investigates the outcomes of e-learning systems adoption and use by conceptualizing three e-learning systems adoption outcome constructs namely perceived learning assistance, perceived community building assistance and perceived academic performance. Utilizing these constructs, the paper proposes a research model for assessing the possible outcomes of e-learning systems adoption and use. The study collected longitudinal survey data from 249 university students participating in hybrid courses using a popular learning management system, Moodle. Partial least squares (PLS) approach was then used to test the research model. The findings suggest that beliefs about perceived usefulness and perceived ease of use, and how an e-learning system is used influence students' perceived learning assistance and perceived community building assistance. In turn, perceived learning assistance and perceived community building assistance influence the students' perceived academic performance. © 2013 Elsevier Ltd. All rights reserved.
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