Instructors’ use of e-learning systems in higher education institutions is a central concern of researchers, academicians, and practitioners. Higher education institutions are investing substantial resources to incorporate and maintain the infrastructure of e-learning systems; however, instructors’ use of e-learning systems in two-year colleges is relatively limited. In this context, the goal of this study was to investigate the factors that may affect instructors’ intention to use e-learning systems in two-year colleges. Based on literature review on technology acceptance, this study proposed a theoretical model predicting instructors’ intention to use e-learning systems in two-year colleges based on their resistance to change, perceived value of e-learning systems, computer self-efficacy (CSE), and attitude toward e-learning systems. Consequently, this study investigated the effect of four independent variables on the dependent variable, intention to use e-learning systems.
A Web-based survey was designed to empirically assess the effect of aforementioned constructs on instructors’ intention to use e-learning systems in two-year colleges. The Web-based survey was developed as a multi-item measure using Likert-type scales. Existing validated scales were used to develop the Web-based survey. The target population of this study was instructors of public and private two-year colleges. The sample for this study was 119 (over 41% response rate) full-time, part-time, and adjunct instructors in different academic departments at a two-year college.
Two statistical methods were used to formulate and test predictive models: Multiple Linear Regression (MLR) and Ordinal Logistic Regression (OLR). Both MLR and OLR results showed that the theoretical model was able to predict instructors’ intention to use e-learning systems. All four independent variables have significant effects on the dependent variable. Results of both analyses were consistent on resistance to change as having the greatest weight on predicting instructors’ intention to use e-learning systems, while CSE in both analyses was found to have the least weight.
This study contributes to the body of knowledge by providing empirical results for the key constructs that affect two-year college instructors’ intention to use e-learning systems. Results of this research may also help IT practitioners to concentrate their efforts on ways to address resistance to change as it was found to be the most significant factor affecting e-learning accepted by two-year college instructors.
|Commitee:||Dringus, Laurie P., Littman, Marlyn K.|
|School:||Nova Southeastern University|
|Department:||Information Systems (DISS)|
|School Location:||United States -- Florida|
|Source:||DAI-A 70/04, Dissertation Abstracts International|
|Subjects:||Community college education, Educational technology, Information science|
|Keywords:||Attitude toward e-learning systems, Computer self-efficacy, E-learning, Intention to use e-learning systems, Perceived value, Resistance to change, Two-year college instructors|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be