WHICH FACTORS DRIVE E-LEARNING USAGE?
Research on human-computer-interaction is concerned with revealing factors, which drive usage of information systems. One of which is given by a strong dependence of usage on users´ acceptance of the system concerned. This research is also applicable to an e-learning context in higher education. As a result student’s perceptions towards e-learning systems may moderate learning processes. For this reason it would be compulsory to learn more about the antecedents and moderators of student’s acceptance of such systems.
This study is based on the Technology Acceptance Model by Davis, Bagozzi & Warshaw (1989). Specific relationships between learners´ perceptions and acceptance towards e-learning applications before and after their use are discussed conceptually and empirically.
A hypothesis-driven analysis of 344 student evaluations of web-based trainings (WBTs) in higher education suggests significant associations between two perceptual factors – the perceived usefulness and the perceived ease of use of e-learning – as well as prior intention to use e-learning. The same applies to influences of prior perceptions on student´s learning satisfaction with the WBTs. Results show, that perceived usefulness correlates with the intention to continue using e-learning after the learning experience. Correlations with the perceived ease of use show divergent results.
An exploratory analysis reveals confounders affecting the relationships between variables applied in this study. This study shows that complex data analysis including control variables is required to determine associations between the perceptual and acceptance factors more accurately. Further limitations, implications and an outlook on future research are discussed.