A Study on E-Learning Take-Up Intention from an Innovation Adoption Perspective: A Case in China

Autor/inn/en	Duan, Yanqing; He, Qile; Feng, Weizhe; Li, Daoliang; Fu, Zetian
Titel	A Study on E-Learning Take-Up Intention from an Innovation Adoption Perspective: A Case in China
Quelle	In: Computers & Education, 55 (2010) 1, S.237-246 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.01.009
Schlagwörter	Electronic Learning; Intention; Innovation; Foreign Countries; Adoption (Ideas); Models; Student Surveys; Student Attitudes; Teaching Methods; Student Motivation; Correlation; Educational Environment; Educational Technology; Computer Assisted Instruction; Technology Integration; Distance Education; Influence of Technology; Academic Degrees; China; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Ideas; Ideenfindung; Analogiemodell; Schülerbefragung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Distance study; Distance learning; Fernunterricht; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Großbritannien
Abstract	This research aims to examine, from an innovation adoption perspective, Chinese students' intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers's relational model of perceived innovation attributes. Rogers's model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n = 215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10