Do Knowledge Acquisition and Knowledge Sharing Really Affect E-Learning Adoption? An Empirical Study

Autor/inn/en	Al-Emran, Mostafa; Teo, Timothy
Titel	Do Knowledge Acquisition and Knowledge Sharing Really Affect E-Learning Adoption? An Empirical Study
Quelle	In: Education and Information Technologies, 25 (2020) 3, S.1983-1998 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Emran, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10062-w
Schlagwörter	Electronic Learning; Educational Technology; Information Technology; Technology Integration; Models; Structural Equation Models; Least Squares Statistics; Usability; College Students; Student Attitudes; Sharing Behavior; Foreign Countries; Learning Processes; Knowledge Level; Intention; Oman + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Informationstechnologie; Analogiemodell; Collegestudent; Schülerverhalten; Ausland; Learning process; Lernprozess; Wissensbasis
Abstract	Studying the factors that affect the e-learning adoption is not a new research topic. Nevertheless, exploring the effect of knowledge acquisition and knowledge sharing on e-learning adoption is a relatively new research trend that has not been featured in the existing literature. Thus, this study was conducted to build a new model by extending the technology acceptance model (TAM) with knowledge acquisition and knowledge sharing to examine the e-learning adoption. A total of 403 students enrolled at Al Buraimi University College (BUC) in Oman was surveyed. Using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) to evaluate the proposed model, the results suggested that knowledge acquisition, knowledge sharing, perceived usefulness, and perceived ease of use have significant direct effects on the students' behavioral intention to adopt e-learning systems. The findings also suggested that knowledge acquisition and knowledge sharing have a significant positive influence on perceived usefulness and perceived ease of use. The evidence from these results provides holistic insights which could assist the policy-makers and educators to better understand the factors affecting the adoption of e-learning systems. The implications for theory and practice, limitations, and future work are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01