Examining technological factors on e-learning acceptance and learning transfer

Wong, Seohyun Claire

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https://hdl.handle.net/2142/108160 Copy

Description

Title

Examining technological factors on e-learning acceptance and learning transfer

Author(s)

Wong, Seohyun Claire

Issue Date

2020-05-07

Director of Research (if dissertation) or Advisor (if thesis)

Li, J. Jessica

Doctoral Committee Chair(s)

Li, J. Jessica

Committee Member(s)

• Huang, Wen-Hao David
• Scagnoli, Norma I.
• Xia, Yan

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Human Resource Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

Keywords: e-learning, technological factors, e-learning acceptance, learning transfer, e-learning effectiveness

Abstract

As the body of e-learning literature grows, our understanding of how e-learning works and how we make e-learning better became deeper and more complex. Although various factors affecting e-learning have been studied, our understanding of technological factors that are unique in e-learning such as computer anxiety, perceived ease of use, or controllability is still incomplete due to the ambiguous boundaries in definitions and a lack of understanding of their effects on learning outcomes. Furthermore, only a few e-learning acceptance studies have provided an integrated outlook of the e-learning system. The overall purpose of this study is to explore technological factors at the learner, instructional design, and system level and examine their effects on the e-learning acceptance and learning outcomes. The effects of eight technological factors on perceived usefulness, perceived ease of use, learner satisfaction, intention to use, actual use, and transfer motivation were measured with Structural Equation Modeling (SEM) using AMOS (version 26). 331 online MBA program students participated in the study. The result could not find the significant effects of learner’s previous technology experience or anxiety, but technology self-efficacy was found to be significant. The results highlighted the importance of instructional design and e-learning system. e-Learning providers should not only ensure the reliability of the e-learning system, but also consider providing extra features including controllability and technical support. In addition, the results suggested that the usage of the e-learning system does not guarantee learning transfer, but the usefulness of the e-learning system may facilitate both acceptance and learning transfer. Finally, the confirmatory factor analysis result indicated the need for developing better measurements for technological factors. Theoretical and practical implications from findings, limitations, and future research suggestions are discussed.

Graduation Semester

2020-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/108160

Copyright and License Information

Copyright 2020 Seohyun Claire Wong

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