Analysis of the Studies on E-learning Acceptance of Learners in the Middle East and the Proposal of an Extended Technology Acceptance Model
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Tarih
2020
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info:eu-repo/semantics/openAccess
Özet
E-learning applications can result in various expectations, attitudes and needs based on the users’ geographical regions and cultural roots, therefore, design of e-learning systems by taking into account the individuals’ cultural and demographic attributes is crucial for an effective learning environment. This study considers 44 researches that assess users’ e-learning acceptance characteristics in 10 different Middle Eastern countries, where 45 external variables are proposed as predeterminants of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), both of which are Technology Acceptance Model’s (TAM) belief components. 75 hypotheses are tested 155 times where these external variables are presented to be the antecedents of the belief components. With the help of a region-based literature review; it is aimed to identify the factors causing users’ system acceptance in the Middle East. As a result, an extended TAM is proposed for the Middle East by incorporating the most frequently accepted hypotheses into the original TAM.
E-learning applications can result in various expectations, attitudes and needs based on the users’ geographical regions and cultural roots, therefore, design of e-learning systems by taking into account the individuals’ cultural and demographic attributes is crucial for an effective learning environment. This study considers 44 researches that assess users’ e-learning acceptance characteristics in 10 different Middle Eastern countries, where 45 external variables are proposed as predeterminants of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), both of which are Technology Acceptance Model’s (TAM) belief components. 75 hypotheses are tested 155 times where these external variables are presented to be the antecedents of the belief components. With the help of a region-based literature review; it is aimed to identify the factors causing users’ system acceptance in the Middle East. As a result, an extended TAM is proposed for the Middle East by incorporating the most frequently accepted hypotheses into the original TAM.
E-learning applications can result in various expectations, attitudes and needs based on the users’ geographical regions and cultural roots, therefore, design of e-learning systems by taking into account the individuals’ cultural and demographic attributes is crucial for an effective learning environment. This study considers 44 researches that assess users’ e-learning acceptance characteristics in 10 different Middle Eastern countries, where 45 external variables are proposed as predeterminants of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), both of which are Technology Acceptance Model’s (TAM) belief components. 75 hypotheses are tested 155 times where these external variables are presented to be the antecedents of the belief components. With the help of a region-based literature review; it is aimed to identify the factors causing users’ system acceptance in the Middle East. As a result, an extended TAM is proposed for the Middle East by incorporating the most frequently accepted hypotheses into the original TAM.
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Kastamonu Eğitim Dergisi
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Cilt
28
Sayı
5
