Why do University Teachers use E-Learning Systems?

The International Review of Research in Open and Distributed Learning

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Field Value
Title Why do University Teachers use E-Learning Systems?
Creator Goh, Chin Fei
Hii, Puong Koh
Tan, Owee Kowang
Rasli, Amran
Subject E-learning
university teachers
behavioural intention
constructivist beliefs
motivation for instrumental use
Description University teachers are the main players when it comes to integrating e-learning systems into higher education institutions. Prior studies have identified four main antecedents that explain teachers’ technology acceptance in the educational context: (a) subjective norms (SN), (b) technological complexity (TC), (c) constructivist beliefs (CB), and (d) motivation for instrumental use (MOT). In this study, we proposed and tested the dual roles of MOT, one as a causal variable and the other as a mediating variable, to explain university teachers’ acceptance of e-learning systems. To test the research model, we collected data from 174 teachers at a large public university in Malaysia using a self-administered survey. Our study shows that MOT mediates the direct effects of SN, TC, and CB on perceived ease of use (PEOU), perceived usefulness (PU), and behavioural intention (BI). This study offers important policy insight for university administrators who seek to enhance acceptance of e-learning systems among university teachers.
Publisher Athabasca University Press
Date 2020-04-08
Type info:eu-repo/semantics/article
Peer-reviewed, double-blind
Format text/html
Identifier http://www.irrodl.org/index.php/irrodl/article/view/3720
Source The International Review of Research in Open and Distributed Learning; Vol. 21 No. 2 (2020); 136-155
Language eng
Relation http://www.irrodl.org/index.php/irrodl/article/view/3720/5303
Rights Copyright (c) 2020 Chin Fei Goh, Puong Koh Hii, Owee Kowang Tan, Amran Rasli, Saudah Sofian

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