Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach
Open source electronic learning (e-learning) has given rise to a new way of learning for students. Implementation of open source e-learning provides quick benefits to educational administrators and educators but may present issues to students as users. Students may feel challenged to accept e-learni...
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| Format: | Article |
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2012
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| _version_ | 1796859121887084544 |
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| author | Mohamed, Norshidah Abdul Karim, Nor Shahriza |
| author_facet | Mohamed, Norshidah Abdul Karim, Nor Shahriza |
| author_sort | Mohamed, Norshidah |
| collection | ePrints |
| description | Open source electronic learning (e-learning) has given rise to a new way of learning for students. Implementation of open source e-learning provides quick benefits to educational administrators and educators but may present issues to students as users. Students may feel challenged to accept e-learning immediately as a new mode of learning, may experience computer application anxiety and may not have the confidence to use it quickly as desired. The paper reports the implementation of Claroline an open source e- learning at a public institution of higher learning in Malaysia. The research aims to establish among postgraduate business students (1) the acceptance of open source e-learning, that is, in terms of intention to use, perceived usefulness and perceived ease of use (2) the relationship between computer application anxiety and e-learning acceptance (3) the relationship between self-efficacy and e-learning acceptance. Students were encouraged to use the functions available in Claroline although not mandatory. A survey questionnaire was used as the instrument to collect data about e-learning acceptance. Partial least square was used for data analysis. There is evidence to suggest open source e-learning acceptance through significant relationships among students’ perceived ease of use and intention to use. Contrary to past findings, there was no link between computer application anxiety and e-learning acceptance. There was, however, a positive and significant link between self-efficacy and intention to use. The implications of the research are discussed herein. |
| first_indexed | 2024-03-05T19:22:30Z |
| format | Article |
| id | utm.eprints-47304 |
| institution | Universiti Teknologi Malaysia - ePrints |
| last_indexed | 2024-03-05T19:22:30Z |
| publishDate | 2012 |
| record_format | dspace |
| spelling | utm.eprints-473042019-03-31T08:38:08Z http://eprints.utm.my/47304/ Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach Mohamed, Norshidah Abdul Karim, Nor Shahriza LB Theory and practice of education Open source electronic learning (e-learning) has given rise to a new way of learning for students. Implementation of open source e-learning provides quick benefits to educational administrators and educators but may present issues to students as users. Students may feel challenged to accept e-learning immediately as a new mode of learning, may experience computer application anxiety and may not have the confidence to use it quickly as desired. The paper reports the implementation of Claroline an open source e- learning at a public institution of higher learning in Malaysia. The research aims to establish among postgraduate business students (1) the acceptance of open source e-learning, that is, in terms of intention to use, perceived usefulness and perceived ease of use (2) the relationship between computer application anxiety and e-learning acceptance (3) the relationship between self-efficacy and e-learning acceptance. Students were encouraged to use the functions available in Claroline although not mandatory. A survey questionnaire was used as the instrument to collect data about e-learning acceptance. Partial least square was used for data analysis. There is evidence to suggest open source e-learning acceptance through significant relationships among students’ perceived ease of use and intention to use. Contrary to past findings, there was no link between computer application anxiety and e-learning acceptance. There was, however, a positive and significant link between self-efficacy and intention to use. The implications of the research are discussed herein. 2012 Article PeerReviewed Mohamed, Norshidah and Abdul Karim, Nor Shahriza (2012) Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach. Mathematics and Computers in Simulation, 6 (4). pp. 361-368. ISSN 1998-0159 http://naun.org/main/NAUN/mcs/16-364.pdf |
| spellingShingle | LB Theory and practice of education Mohamed, Norshidah Abdul Karim, Nor Shahriza Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach |
| title | Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach |
| title_full | Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach |
| title_fullStr | Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach |
| title_full_unstemmed | Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach |
| title_short | Open source e-learning anxiety, self-efficacy and acceptance – a partial least square approach |
| title_sort | open source e learning anxiety self efficacy and acceptance a partial least square approach |
| topic | LB Theory and practice of education |
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