| E-learning is defined as a teaching and learning
environment located within a computer-mediated communication
system. It consists of a set of group communication
and work "spaces" and facilities, which are constructed
in software (Hiltz, 1994, p.3). The formal goals of
e-Learning systems are to improve both access to and
the effectiveness of learning (Hiltz, 1994, p.9). E-learning
can improve access in a number of ways. (1) Time and
Place Utility. Learners can access the system at any
time and at any place so long as there is Internet
connection. There are no additional requirements on
hardware peripherals or software applications. (2)
Shared Work Space. The information and communication
technology of the system makes it easy to exchange
information that is difficult to share in traditional
classroom. For example, both draft and completed project
tasks can be passed back and forth among peers and
instructors, for discussion of problems, in order to
comments, compare or offer constructive criticism.
(3) Participation Opportunity. On the other hand, making
use of both synchronous and asynchronous communication
means of e-learning systems, all learners are allowed
to have an equal opportunity to ask questions and make
comments. This would not be possible in traditional
classrooms due to the fixed time schedule and ritualized
routines. Effectiveness is defined in terms of the
extent to which a course achieves a set of learning
goals for the learner (Hiltz, 1994, p.12). E-learning
systems could improve effectiveness through a variety
of ways to facilitate the learning process: (1) Facilitation
of collaborative or group learning in a peer-support
and exchange environment. Learners can work together
and learn from each other through the synchronous and
asynchronous communication tools and the common work
space in the learning platform. (2) Facilitation of
self-pacing. Learning can take place at a rate adjusted
by the learner instead of the instructor. Learners
can review the learning material at their own pace.
Learners can read discussions as many times as they
wish, without the tight time constraints as in the
traditional classroom. (3) Use of other computer resources.
Learners can access to embedded application software
in the system. Learners can also access to other useful
links to the web. (4) Complete notes. Learners can
access to complete learning material which stored in
the system, at any time they wish.
With the advocate
of information and communication technology (ICT) policies
in education in many countries (Pelgrum & Anderson,
1999; Anderson, 2003), emerging digital technologies
and increasing interest in the computerized delivery
of education have led to e-learning through the Internet,
WWW and multimedia media. Issues such as the attitudes
and acceptance towards ICT among teachers and students
remain as unsolved questions. In response to the growing
importance of ICT, both practitioners and researchers
have great interest to the understanding of users'
acceptance and attitudes towards ICT. Special attention
has been given to estimate a cognitive model that traces
the way customers form and develop their perceptions
of new technology and identifies the consequences of
these perceptions on individual-level behavioral intention
variables and hence usage that affect the strategic
new product development of the manufacturer and the
implementation of the firm in adopting new technologies.
Technology acceptance has been an important research
area in business information systems. A number of well-supported
models (Davis, 1989, 1993; Taylor & Todd, 1995; Venkatesh
& Davis, 1996; Igbaria et al., 1997; Agarwal & Prasad,
1997; Compeau et al., 1999; Karahanna et al., 1999;
Venkatesh, 2000; Koufaris, 2002; Venkatesh et al.,
2003) have been developed to examine and to predict
technology acceptance in business organizations. Nevertheless,
can the models in information systems be applied to
understand and predict student technology acceptance?
Are there any differences in ICT attitudes and acceptance
between students and workers in other workplaces?
In
this proposed study, the issues of student technology
acceptance and attitudes will be further explored based
on the results of the researcher's previous work. First
of all, this study aims to develop a theoretical model
appropriate to the understanding of the student technology
acceptance and attitudes. The model will be drawn from
the frameworks such as theory of reasoned action (Fishbein
& Ajzen, 1975; Ajzen & Fishbein, 1980), theory of planned
behavior (Ajzen, 1985, 1988), social cognitive theory
(Bandura, 1977, 1986), and technology acceptance model
(Davis, 1989), as well as recent literature of technology
acceptance in information systems. Major variables
may include intention to use, subjective norm, computer
efficacy, perceived usefulness, and perceived ease
of use. The model will be analyzed with empirical field
data in order to test its predictive power to the acceptance
of technology through a longitudinal study of primary
students in the context of using an e-learning platform
during the academic year 2005-2006. Second, this study
aims to develop a well-researched and validated instrument
to measure technology acceptance and attitudes of primary
students. A questionnaire will be designed to include
items of intention to use (ITU), perceived usefulness
(PU), perceived ease of use (PEOU), subjective norm
(SN), and computer efficacy (CE). All items were measured
in a 7-point Likert's scale, with 1 indicating strongly
disagree and 7 indicating strongly agree. Subjects
will be asked to report their ICT usage and demographic
information. Finally, this study targets to explore
the relationships between ITU, PU, PEOU, SN, and CE
and develop a predictive model of technology attitudes
and acceptance. The model will also be compared with
models developed in business information systems. |