Factors of Online Learning Adoption: A Comparative Juxtaposition of the Theory of Planned Behaviour and the Technology Acceptance Model
Nelson Ndubisi, Monash University Malaysia, Malaysia
International Journal on E-Learning Volume 5, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Organisational investments in information technologies have increased significantly in the past few decades. All around the globe and in Malaysia particularly, a number of educational institutions are experimenting with e-learning. Adopting the theory of planned behaviour (TPB) and the technology acceptance model (TAM) this article tries to compare the predictive power of the two models in determining online learning acceptance among Malaysian students. By juxtaposing both models, this article furnishes a better understanding of individual, technological, and social factors of online learning adoption intention. A total of 300 students who were earlier introduced to e-learning were surveyed after a period of exposure to the system. The purposive sampling method was used to select the participants. The Multiple Regression Analysis was used to determine the key influences on behavioural intention. The effects of potential confounding factors were verified and controlled. The results show that both TAM and TPB predict e-learning adoption intention well, although the impact of the TAM is more robust than the TPB. Research findings are discussed.
Ndubisi, N. (2006). Factors of Online Learning Adoption: A Comparative Juxtaposition of the Theory of Planned Behaviour and the Technology Acceptance Model. International Journal on E-Learning, 5(4), 571-591. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
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