چکیده:
Nowadays, fast technological development has increased society's dependence on information
technology. One of the technology variants is the online learning, which is one of the challenges
of a higher education’s institutions. The purpose of this study was to examine simple and
multiple relationships among perceived ease of use and perceived usefulness with E-learning
acceptance. The methodology of this study was descriptive-correlation method and conducted at
the University of Mohaghegh Ardabili during the fall semester of 2014-2015. The data were
collected via a questionnaire with high level of reliability (Cronbach’s alpha=.86) from 146
university instructors. The sampling method was proportional and randomized. The authors
used correlation and regression to analyze the simple and multiple relationships between
variables. The results revealed that the perceived usefulness (Beta =.210) for predicting Elearning
acceptance was statistically significant, but for the Perceived ease of use (Beta = .013),
it was not statistically significant. The study found that perceived usefulness had a positive
effect on e-learning acceptance. Hence, perceived usefulness is an influential factor on
instructors’ intention and their actual use of the systems adoption. Furthermore, Perceived ease
of use didn’t show a significant relation on E-learning acceptance. Thus, further research could
be directed to [study] this issue.
خلاصه ماشینی:
Simple and Multiple Relationships among Perceived Ease of Use and Perceived Usefulness with E-Learning Acceptance in Universities’ Instructors Samaneh Ebrahimi*1, Mehdi Moeinikia2, Adel Zahed Babelan3 1.
The purpose of this study was to examine simple and multiple relationships among perceived ease of use and perceived usefulness with E-learning acceptance.
210) for predicting E- learning acceptance was statistically significant, but for the Perceived ease of use (Beta = .
After these definition we aim to identify the relationships among factors that influence instructor adoption of web-based learning systems to help policymakers in higher education facilitate their use.
Hypothesis The results of previous studies, alongside the literature review, were employed to develop the Following hypotheses: H1: Perceived ease of use and Perceived usefulness has positive relationships with Instructor’s acceptance of E-learning.
Research Method In this survey we aim to identify the simple and multiple relationships between perceived ease of use and perceived usefulness with instructor’s acceptance of E-learning.
Therefore the first hypothesis, "Perceived ease of use and Perceived usefulness has positive relationships with Instructor’s acceptance of E-learning", was supported.
Discussion and Conclusion The research was conducted to identify the simple and multiple relationships between perceived ease of use and perceived usefulness with E-learning acceptance.
Based on the data that was collected from the research sample, it has seen that perceived usefulness had positive effect on e-learning acceptance.
Also, Perceived ease of use didn’t show a significant relation on E-learning acceptance, but according Wang & Wang (2009) it was effective on instructors’ intension to use the systems.