Empirical examination of the adoption of WebCT using TAM

1. Empirical examination of the adoption of WebCT using TAM Presenters: Shumin Chuang Professor: Ming-Puu Chen 2008/5/24 Ngai, E. W. T., Poon, J. K. L., & Chan, Y. H. C. (2007). Empirical examination of the. adoption on WebCT using TAM. Computers & Education, 48, 250-267 王堯興

2. Purpose and Result • The studyextended the Technology Acceptance Model to include technical support as a precursor • Investigated the role of the extended model in user acceptance of WebCT. • 836 university students in HongKong • The Result : Technical support has a significant direct effect on perceived ease of use and usefulness

3. The AIMS • to determine the current usage of WebCT teaching and learning in Hong Kong institutions of HE • to identify the factors affecting the acceptance of WebCT teaching and learning in Hong Kong institutions of HE • to develop a model for the acceptance of WebCT in Hong Kong for HE based on the TAM.

4. Literature review • Web-based learning systems • The definition of the IEEE Learning Technology Standard Committee, A Web-based learning system is:‘‘A learning technology system that uses Web-browsers as the primary means of interaction with learners, and the Internet or an intranet as the primary means of communication among its subsystems and with other systems’’. • Systems work as a platform to facilitate teaching and learning.

5. Technology acceptance model

6. Research model and hypotheses Technical support, perceived usefulness, perceived ease of use, attitude and intention to use

7. The Definition of Technical Support • Ralph (1991) defined technical support as ‘‘knowledge peopleassisting the users of computer hardware and software products’’, which can include help desks, hotlines, online support services, machine-readable support knowledge bases, faxes, automated telephone voice response systems, remote control software and other facilities. • Technical support in user satisfaction (Mirani & King, 1994). • High levels of organizational support, including management support and information center support (Igbaria 1990) • Internal/external personal computing support/training was affecting the acceptance of personal computing in small firms (Igbaria et al. 1997)

8. Research Hypotheses • H1. Technical support has a positive effect on the perceived usefulness of WebCT. • H2. Technical support has a positive effect on the perceived ease of use of WebCT. • H3. Technical support has a positive effect on attitudes towards using WebCT. • H4. Perceived ease of use has a positive effect on attitudes toward the use of WebCT. • H5. Perceived ease of use has a positive effect on the perceived usefulness of WebCT. • H6. Perceived ease of use has a positive effect on the use of WebCT. • H7. Perceived usefulness has a positive effect on attitudes towards the use of WebCT. • H8. Perceived usefulness has a positive effect on the intention to use WebCT. • H9. Perceived usefulness has a positive effect on the use of WebCT. • H10. Attitudes towards using WebCT have a positive effect on the intention to use the system. • H11. Attitudes towards using WebCT have a positive effect on the use of WebCT. • H12. Intention to use has a positive effect on the use of WebCT.

9. Research method • Development of instruments • Sample and data collection • Analysis and results

10. Survey instruments • The survey instruments consisted of 25 items to assess six constructs of the proposed model. • Technical support was operationalized using a scale adapted from Igbaria (1990), consisted of six items that measured the availability of technical assistance, specialized instruction and internal training in operating WebCT • The scale from Davis (1993) with some modifications. • Attitude and intention to use were measured using the scale recommended by Ajzen and Fishbein (1980)

11. Questions used in the study

12. Sample and data collection The study was conducted in two phases: a pilot study and a questionnaire. The questionnaire was pilot-tested with 30 randomly selected students from The Hong Kong Baptist University. the 1400 questionnaires distributed, 1263 were collected and used for analysis. The overall response rate was about 90%.

13. Validity through PCA • Construct validity refers to the degree to which a construct differs from other constructs. • It can be assessed through principal component analysis (PCA). • Using varimax rotation, PCA was used in an attempt to reconstruct six composite factors.

14. Results of principal component analysis Range from 0.71 to 0.93 which indicates that the instrument can be considered reliable and internally consistent.

15. Correlations Matrix Between the Measurement Items

16. Results of revised structure model

17. Effects of variables on the acceptance of Web-based learning systems Technical support has a significant effect on perceived ease of use and usefulness

18. Discussion and conclusions • The underlying relationship between technical support, perceived usefulness, perceived ease of use, attitude and the acceptance of the WebCT for higher education. • The empirical examination of the adoption of WebCT using a structural model based on the extension of TAM has been tested and validated • The importance of user support and training in influencing the perceptions of users and, eventually, their use of the system. • Attitude only demonstrated a weak direct effect on system usage • Self-efficacy as a factor for further investigation • Other variables : an effect on user beliefs and usage, such as peer support, peer pressure, an e-learning culture in the institution, infrastructure pressure from lecturers, availability and accessibility.