The Study on the Acceptance and Learning Effectiveness of Using E-Learning for Students in Fine Art and Design Colleges

• Published in: IEEE access Vol. 12; p. 1
• Main Authors: Tsai, Yen-Ni, Chen, Ming-Nan, Fang, Chih-Chiang
• Format: Journal Article
• Language: English
• Published: Piscataway IEEE 01.01.2024; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Colleges & universities; Distance learning; E-learning; Education; Electronic learning; Geography; Information systems; Learning Performance; Least squares approximations; Online instruction; Partial Lease Square; Perceived Usefulness; Performance evaluation; Schedules; Students; Task analysis; Teaching methods; Technology Acceptance Model; Training; China
• ISSN: 2169-3536; 2169-3536
• DOI: 10.1109/ACCESS.2024.3379145

E-learning is gaining momentum in higher education globally, offering a solution to the limitations of geography and schedules that are inherent in traditional educational methods. These methods typically involve attending classes, listening to lectures, and taking tests. In China, many universities have transitioned to e-learning platforms, providing students with online access to educational content. This strategy is beneficial as it allows students to access the most current in-formation and helps narrow the technology gap. In the corporate world, there is a growing trend of utilizing e-learning for enhancing employee skills and knowledge. This research focuses on understanding the acceptance and application of information systems among students at Fine Art and Design Colleges in China through the lens of the Technology Acceptance Model. Considering that students pursuing art and design have unique needs and experiences in the university setting, they might encounter specific challenges with e-learning systems. Thus, this study applies the TAM to analyze the specific attitudes of these students towards e-learning. The findings indicate that perceived usefulness remains the most significant factor, and the relationships between the various factors are also noteworthy. The statistical evidence suggests that the differences between college students studying art and design and those studying other subjects are not significant.