AI Article Synopsis
- The study aimed to assess the effects of various factors on the perceived usefulness and ease of use of e-learning among higher education academicians in Saudi Arabia during the COVID-19 crisis, using the technology acceptance model (TAM).
- Data was collected from 263 academicians through an online survey and analyzed with SPSS and Smart PLS software, revealing key relationships between self-efficacy, system accessibility, and perceptions of e-learning.
- The findings highlighted that perceived ease of use significantly influences attitudes toward e-learning, with system accessibility being a stronger factor for perceived usefulness and ease of use than self-efficacy.
Article Abstract
Unlabelled: The COVID-19 crisis demanded that all educational activities should be performed virtually to follow social distancing guidelines. Therefore, there was a need to perform a research study to assess the effects of external factors on the perceived usefulness, ease of use of e-learning, and the further effect of these perceptions on attitude and intent to use e-learning by using the technology acceptance model (TAM) among academicians at higher education institutions in the Kingdom of Saudi Arabia.
Methods: A cross-sectional study was conducted, and data were collected from 263 academicians across Saudi Arabia through an online survey questionnaire using a non-probability purposive sampling technique and analyzed and tested using the SPSS and Smart PLS software.
Results: This study found that self-efficacy was positively associated with perceived usefulness at β = 0.143 and < 0.05, but it had no association with perceived ease of use at β = 0.057 at > 0.05. System accessibility had a significant and positive relationship with perceived usefulness and perceived ease of use at β = 0.283, β = 0.247, and < 0.01, respectively. Self-efficacy had a positive effect on perceived usefulness, whereas the subjective norm had no relationship with perceived usefulness and perceived ease of use at β = -0.065 and β = -0.012 at > 0.05, respectively. Perceived ease of use and perceived usefulness were positively related to attitude towards use, which has a significant influence on intention to use e-learning.
Conclusion: Perceived ease of application is the most significant factor (β = 0.556) in developing the attitude among academicians to practice e-learning, followed by perceived usefulness (β = 0.262). Moreover, it can be concluded that system accessibility has a stronger influence on developing perception among academicians about the expediency and ease of application of e-learning than self-efficacy.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10056789 | PMC |
| http://dx.doi.org/10.3390/jpm13030555 | DOI Listing |
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