Student acceptance of E-learning technology: The effect of perceptions of usefulness and ease of use

Abstract

Recent studies have shown that web-based class materials improve teaching and learning in college courses (Karuppan & Karuppan, 1999). Although the web-enhanced class format may become the norm for college instruction, not many merchandising courses capture the full potential of the web as an extension of the classroom. Moreover, little effort has been made to understand the factors that influence student adoption of this technology. WebCT is an integrated e-learning system that is used at many universities and colleges. However, few merchandising programs have been located who take advantage of this tool. The purpose of this study to examine (1) the causes and effects of adopting WebCT as a new, extended classroom technology and (2) the impact of user experience on WebCT adoption. his study adopts the technology acceptance model (TAM), introduced by Davis (1986), as a theoretical framework. Based on the theory of reasoned action (Fishbein & Ajzen, 1975), TAM posits that perceived usefulness and perceived ease of use determine a person’s attitude toward using a technology, which results in behavioral intention to use and actual use. A direct path from perceived usefulness to behavioral intention has also been proposed. A number of studies implementing TAM modeling to examine a person’s adoption of the World Wide Web and computer technology have provided empirical evidence to support the model (i.e., Agarwal & Prasad, 1999;, Lederer, Maupin, Sena, & Zhuang, 2000; Davis, Bagozzi, & Warshaw, 1989). Data were collected from students enrolled in six classes in a merchandising program. The questionnaire included the four variables in the TAM. Reliability of each measure was acceptable (.89 and higher). The same scales were measured at the beginning and the end of the enrollment period for each class in order to examine the impact of user experience. A total of 485 usable questionnaires was statistically analyzed using LISREL VII (Joreskog & Sorbom, 1989). Pairwise t-test results with pre and post-test data provided evidence of significant differences in perceived usefulness, ease of use, and attitude toward WebCT. After having used WebCT at least for a quarter, students perceived WebCT to be more useful and easy to use and they were likely to have a more positive attitude toward WebCT. The TAM modeling results of the pre-test data showed that perceived usefulness and perceived ease of use influenced attitude toward WebCT (g11= .48, t=10.5; g12= .25, t=5.5). Although weak, attitude mediated the influence of these variables on intention to use WebCT (b21= .17, t=2.7). However, the proposed direct path from perceived usefulness to intention to use was not significant. The post-test data resulted in stronger paths. Perceived usefulness and perceived ease of use influenced attitude toward WebCT (g11= .56, t=14.8; g12= .34, t=9.1). Attitude toward WebCT was a stronger mediator of these variables on intention to use WebCT in the post-test (b21= .39, t=6.8). Also, in contrast to the pretest data, there was a significant influence of perceived usefulness on intention to use WebCT in the post-test (g21= .39, t=6.8). These results suggest that WebCT was an effective tool in our six merchandising courses. Students’ perceptions that it was useful and easy to use created a positive attitude towards the tool, which in turn created behavioral intention to use WebCT. When a new extended classroom aid, such as WebCT, is introduced for the first time in a class, demonstrating and emphasizing usefulness and ease of use will affect student’s behavioral intention. Furthermore, once students are experienced with the technology, the effect will be stronger.