Analysis of the Studies on E-learning Acceptance of Learners in the Middle East and the Proposal of an Extended Technology Acceptance Model

Year 2020, Volume: 28 Issue: 5, 1977 - 1986, 30.09.2020

Rahmi Baki Burak Birgören

https://doi.org/10.24106/kefdergi.4169

Cited By: 3

Abstract

E-learning applications can result in various expectations, attitudes and needs based on the users’ geographical regions and cultural roots, therefore, design of e-learning systems by taking into account the individuals’ cultural and demographic attributes is crucial for an effective learning environment. This study considers 44 researches that assess users’ e-learning acceptance characteristics in 10 different Middle Eastern countries, where 45 external variables are proposed as pre- determinants of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), both of which are Technology Acceptance Model’s (TAM) belief components. 75 hypotheses are tested 155 times where these external variables are presented to be the antecedents of the belief components. With the help of a region-based literature review; it is aimed to identify the factors causing users’ system acceptance in the Middle East. As a result, an extended TAM is proposed for the Middle East by incorporating the most frequently accepted hypotheses into the original TAM.

Keywords

e-learning, distance education, cultural differences, technology acceptance model, learning strategies

References

• Abbad, M.M., Morris, D., Nahlik, C.D. (2009). Looking under the bonnet: factors affecting student adoption of e-Learning systems in Jordan. International Review of Research in Open and Distance Learning, 10(2), 1-15.
• Abbas, T. (2016). Social factors affecting students’ acceptance of e-learning environments in developing and developed countries A Structural Equation Modelling approach. Journal of Hospitality and Tourism Technology,7(2), 200–212.
• Abdel-Wahap, A.G., (2008). Modelling student’s intention to adopt e-learning a case from Egypt. The Electronical Journal of Information Systems in Developing Countries, 34(1), 1-13
• Al-Adwan, A., Al-Adwan, A., Smedley, J. (2013). Exploring student’s acceptance of e-learning using Technology Acceptance Model in Jordanian universities. International Journal of Education and Development using Information and Communication Technology, 9(2), 4-18.
• Al-Azawei, A., Lundqvist, K. (2015). Learner differences in perceived satisfaction of an online learning: An extension to the Technology Acceptance Model in an Arabic sample. The Electronic Journal of e-Learning, 13(5), 408-426.
• Al-Azawei, A., Parslow, P., Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the Technology Acceptance Model (TAM). Australasian Journal of Educational Technology, 33(2), 1-23. Alenezi, A. R. (2012). E-learning acceptance: technological key factors for the successful students' engagement in e-learning system. The 2012 International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government, 16-19.