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|Other Titles: ||An empirical examination of the web-based learning systems using utaut ─ a case of webct learning platform|
|Authors: ||葉仲達;Yeh, Chung-ta|
|Keywords: ||UTAUT;TAM;Web-based learning system;WebCT|
|Issue Date: ||2010-01-11 05:00:48 (UTC+8)|
With the advanced Internet technology and people’s enthusiasm to employ information technology to assist in learning, e-learning has rapidly spread in the learning environment, thus changed the long way of traditional education. As e-learning has changed along with the Internet technology, there exist different types of definition of e-learning and learning management systems at various stages. Nowadays the Internet has become the primary tool for learning management system.
In the e-learning field of research, there are many interest topics, such as: teaching methods, information processing…etc. Among them, the investigation of the motivation to use e-learning has the far-reaching impact, because the benefits of information technology can only be assessed from actual use. Thus, in promoting e-learning, the factors that influence the student’s employment of Internet learning tools will determine the effectiveness of e-learning implementation.
In reviewing the past e-learning motivational research, it is found that most research focused on individual intent that will affect the use of information technology. In addition to individual intent, researchers also included the social influence and facilitating conditions. This research applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the factors that influence the student’s use of Internet learning tools. Through the literature collection and organizing, a questionnaire then was employed to test three classes of students. A total of 150 questionnaires were returned. Nine invalid was eliminated and 141 was used in the analysis.
The research results showed that using the Internet learning tool was affected by user’s intention, it was, in turn, stimulated by performance expectancy and social influence. The effect of performance expectancy is more significant than that of social influence. And the performance expectancy is affected by the effort expectancy positively. Finally, the impact factors were also mediated by such variables as gender, age, experience, and voluntariness.
|Appears in Collections:||[資訊管理學系暨研究所] 學位論文|
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