English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 60861/93527 (65%)
造访人次 : 1496032      在线人数 : 11
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻

    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/19024

    题名: The Role of Social Presence and Moderating Role of Computer Self Efficacy in Predicting the Continuance Usage of E-Learning Systems
    作者: Hayashi, Albert;Chen, Charlie;Ryan, Terry;Wu, Jiinpo
    贡献者: 淡江大學資訊管理學系
    日期: 2004-01-01
    上传时间: 2009-09-25 16:34:03 (UTC+8)
    出版者: Journal of Information Systems Education
    摘要: The continuous growth of the electronic learning (e-learning) market has drawn a lot of discussion about the effectiveness of virtual learning environments (VLE). The initial emphasis of e-learning in the context of information technology skills training continues to be relevant. The success of an e-learning program in information technology (IT) may require users to be equipped with a certain degree of computer self-efficacy and affect for information systems. These factors may, in turn, influence the satisfaction level of online learners and their intention to continue using the e-learning system. Therefore, it is plausible that these factors may be as important as or more important than the design of an effective VLE in an IT context. This paper blends the Computer Self-Efficacy (CSE) and Expectation-Confirmation Models (ECM), and assesses their applicability on the intention of online learners who continue using the e-learning system as a vehicle to assimilate IT skills. Second, it theorizes the causal relationship of the factors of Perceived Usefulness, Confirmation, Satisfaction, and IS Continuance in the e-learning context. Finally, it assesses the relative importance of social presence in helping online learners to prevail over the online asynchronous environment. Our results indicate that, in the context of assimilating IT skills, there is not a significant relationship among the CSE of online learners, their perceived usefulness, confirmation, and satisfaction level. As a moderating factor, computer self-efficacy does not have significant influence on learning outcomes. For knowledge long transfer, social presence was shown to have an effect in different VLEs.
    關聯: Journal of Information Systems Education 15(2), pp.139-154
    显示于类别:[資訊管理學系暨研究所] 期刊論文


    档案 描述 大小格式浏览次数
    The Role of Social Presence and Moderating Role of Computer Self Efficacy in Predicting the Continuance Usage of E-Learning Systems.pdf381KbAdobe PDF1检视/开启



    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回馈