Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students

Tony Robinson*
Department of Business and Technology, Mountain Empire Community College, USA.
Periodicity:April - June'2019
DOI : https://doi.org/10.26634/jet.16.1.15826

Abstract

Online learning has changed higher education, emerging as a primary source for delivering courses and programs to students. As online learning has grown, more non-traditional students have entered college, many for the first time. Consequently, many of these non-traditional are experiencing online learning, and the technologies that deliver them, for the first time. This quantitative research study developed and tested technology acceptance of online learning technologies using the Technology Acceptance Model (TAM) with variables perceived ease of use, perceived usefulness, attitude, and intention to use. Findings from 40 valid responses in an online survey at Mountain Empire Community College (2016) USA, showed that perceived ease of use had a significant effect on perceived usefulness, which is consistent with TAM. Findings showed that perceived ease of use did have a significant effect on attitude. Further, perceived usefulness had a significant effect on attitude and attitude had a significant effect on intention to use, which is consistent with TAM.

Keywords

Technology, Acceptance, Non-traditional, Students, Online Learning

How to Cite this Article?

Robinson, T. (2019). Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students. i-manager’s Journal of Educational Technology, 16(1), 21-32. https://doi.org/10.26634/jet.16.1.15826

References

[2]. Chyung, S. Y. (2007). Age and gender differences in online behavior, self-efficacy, and academic performance. Quarterly Review of Distance Education, 8(3), 213-222.
[3]. Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. International Review of Research in Open & Distance Learning, 15(6), 111-131.
[5]. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13 (3), 319-340.
[7]. Dumciene, A., Saulius, T., & Capskas, A. (2016). University students' attitudes towards e-learning. Baltic Journal of Sport & Health Sciences, 100(1), 2-9.
[10]. Fador, A. G. (2014). Innovation and technology acceptance model (TAM): A theoretical approach. Romanian Journal of Marketing, 2, 59-65.
[11]. Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) In higher education institutions. Journal of Online Learning & Teaching, 11(2), 210-232.
[14]. Gregory, C. B., & Lampley, J. H. (2016). Community college student success in online versus equivalent faceto- face courses. Journal of Learning in Higher Education, 12(2), 63-72.
[15]. Hubona, G. S., & Whisenand, T. G. (1995). External variables and the technology acceptance. Americas Conference on Information Systems. Pittsburgh: Association for Information Systems.
[22]. Ladyshewsky, R., & Pettapiece, R. G. (2015). Exploring adult learners usage of information communication technology during a virtual peer coaching experience. Online Learning, 19(2), 107-121.
[23]. Lamar, S. B. C., Samms-Brown, C., & Brown, J. U. (2016). Technology acceptance in a sample of college students. International Journal of Education Research, 11(1), 15-26.
[27]. National Center for Education Statistics. (2016). Percentage of 18- to 24-year-olds enrolled in degreegranting postsecondary institutions, by level of institution and sex and race/ethnicity of student: 1970 through 2015 : Digest of Education Statistics. Retrieved August 22, 2017, from https://nces.ed.gov/programs/digest/d16/tables/dt16_302.60.asp
[30]. Pratt, T. (2017). The open access dilemma: How can community colleges better serve underprepared students? Education Next, 17(4), 34-41.
[32]. Sondakh, J. J. (2017). Behavioral intention to use ETax service system: An application of technology acceptance model. European Research Studies Journal, 20(2A), 48-64.
[33]. Stantchev, V., Colomo-Palacios, R., Soto-Acosta, P., & Misra, S. (2014). Learning management systems and cloud file hosting services: A study on students' acceptance. Computers in Human Behavior, 31, 612- 619.
[34]. Swanke, J., & Zeman, L. D. (2015). Evaluation of nontraditional age learners' experiences in internetbased clinical social work courses. College Quarterly, 18(4), 1-9.
[36]. Thompson, N. L., Miller, N. C., & Franz, D. P. (2013). Comparing online and face-to-face learning experiences for non-tradional students. Quarterly Review of Distance Education, 14(4), 233-251.
[37]. Travers, S. (2016). Supporting Online Student Retention in Community Colleges. Quarterly Review of Distance Education, 17(4), 49-61.
[38]. Virginia Community College System. (2017). Finding a Virginia Communiity College. Retrieved December 19, 2017, from VCCS: http://www.vccs.edu/about/where-weare/college-locator/
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.