Explaining university students’ effective use of e‐learning platforms

Students’ success in e‐learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students’ intention to use e‐learning platforms effectively, that is, their intention to fully exploit...

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Bibliographic Details
Published inBritish journal of educational technology Vol. 48; no. 4; pp. 995 - 1009
Main Authors Moreno, Valter, Cavazotte, Flavia, Alves, Isabela
Format Journal Article
LanguageEnglish
Published Coventry Wiley-Blackwell 01.07.2017
Blackwell Publishing Ltd
Subjects
Business administration
Business Administration Education
Cognitive Processes
College Students
Colleges & universities
Distance Education
Distance learning
Educational Technology
Electronic Learning
Guidelines
Intention
Learning Activities
Learning Processes
Learning programs
Management Systems
Online instruction
Platforms
Routines
Self Efficacy
Structural Equation Models
Student Attitudes
Students
System effectiveness
Technology Acceptance Model
Technology utilization
Usability
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Summary:Students’ success in e‐learning programs depends on how they adopt and embed technology into their learning activities. Drawing on the Technology Acceptance Model, we propose a framework to explain students’ intention to use e‐learning platforms effectively, that is, their intention to fully exploit system's functionalities in leaning processes, even when this would require changes in study routines. The model was tested with data from 251 students enrolled in distance learning Business Administration programs. Results of structural equation modeling supported most hypotheses. Over 71% of the variance of intention to use an e‐learning platform were explained. Our findings indicate that students’ perceptions of system usefulness and ease of use positively influence their intention to effectively use e‐learning systems, and that these effects are fully mediated by students’ attitudes towards the LMS. Furthermore, system usefulness and ease of use are influenced by students’ cognitive absorption and self‐efficacy, as well as by system interactivity and facilitating conditions (FC).
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12469