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Ali Tarhini Kate Hone Xiaohui Liu Takwa Tarhini 《Interactive Learning Environments》2017,25(3):306-328
In this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include subjective norms (SN) and quality of work life constructs as additional constructs and a number of cultural variables as moderators. The four cultural dimensions of masculinity/femininity (MF), individualism/collectivism, power distance and uncertainty avoidance were measured at the individual level to enable them to be integrated into the extended TAM as moderators and a research model was developed based on previous literature. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper. 相似文献
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Mazen El-Masri Ali Tarhini 《Educational technology research and development : ETR & D》2017,65(3):743-763
This study examines the major factors that may hinder or enable the adoption of e-learning systems by university students in developing (Qatar) as well as developed (USA) countries. To this end, we used extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) with Trust as an external variable. By means of an online survey, data were collected from 833 university students from a university in Qatar and another from USA. Structural equation modelling was employed as the main method of analysis in this study. The results show that performance expectancy, hedonic motivation, habit and trust are significant predictors of behavioural intention (BI) in both samples. However, contrary to our expectation, the relationship between price value and BI is insignificant. Our results also show that effort expectancy and social influence lead to an increase in students’ adoption of e-learning systems in developing countries but not in developed countries. Moreover, facilitating conditions increase e-learning adoption in developed countries which is not the case in developing countries. Overall, the proposed model achieves an acceptable fit and explains its variance for 68% of the Qatari sample and 63% of the USA sample. These results and their implications to both theory and practice are described. 相似文献
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Nabeel Al-Qirim Ali Tarhini Kamel Rouibah Serhani Mohamd Aishah Rashid Yammahi Maraim Ahmed Yammahi 《Education and Information Technologies》2018,23(1):129-142
This research examines the learning preferences of students in UAE University (UAEU). The uniqueness of this research emanates from the fact that no prior research examined this area from the UAE’s perspective. Thus, this research embarks on the fact that student learning strategies vary from one country to another due to many factors. This research utilizes six learning strategies extended from the literature and attempts to examine their importance on UAEU students using survey research. The selected learning strategies were students” motivation, time-poorness, mastery effort, assessment focus, competitiveness, and listening. This research provided interesting insights and contrasts pertaining to the learning strategies of UAEU students. Implications are discussed highlighting different theoretical as well as professional contributions and contentions and portrayed a path where pending issues could be addressed by future research. 相似文献
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Huda Karajeh Mahmoud Maqableh Lama Rajab Hiba Mohammad Tahani Khatib Nabeel Al-Qirim Ali Tarhini 《Education and Information Technologies》2018,23(5):2073-2090
This study examined impact of a social media networks course on student use of SNSs performance. Moreover, it examined the associations among course design, course materials, learning experiences and a social media networks course. Survey instrument is used to examine the relationships in the proposed model. A total of 380 questionnaires have been collected from students at the University of Jordan who studied the social media networks course. A structural equation modelling approach based on AMOS 20.0 statistical software is used to study the causal relationships and test the hypotheses between the observed and latent constructs in the proposed research model. The analysis results revealed that course materials and learning experiences directly, positively and significantly impacted the social media networks course, which in turn had a significant impact on students’ use social networks sites performance. Course design, however, did not impact the social media networks course. Our findings have important implications as we demonstrated the validity of the joint two different models and provide information about impact of studying social media networks course on students’ academic performance. 相似文献
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Despite the prevalence and significance of e-learning in education, there is a dearth of published instruments for educational researchers and practitioners that measure users’ acceptance of e-learning. To meet this need, Teo (2010) developed the E-learning Acceptance Measure (ElAM). The main objective of this paper is to validate the ElAM (Teo, 2010) across two cultures, one is from a European country: England, and the other from Asia: Lebanon. A total sample of 461 university students from two private universities in Lebanon (n?=?209) and one university in England (n?=?252) participated in this study. Using confirmatory factor analyses, our findings revealed that the original 3-factor solution for ElAM (Teo, 2010) was supported and found to be adequate for the British sample, whereas the results revealed a bad fit for the Lebanese sample. Despite the differences, the ElAM was found to possess an acceptable level of internal consistency and item reliability for the pooled sample. Theoretical and practical implications are discussed at the end of the paper. 相似文献
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A cross‐cultural examination of the impact of social,organisational and individual factors on educational technology acceptance between British and Lebanese university students 
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下载免费PDF全文 Ali Tarhini Kate Hone Xiaohui Liu 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):739-755
This paper examines the social, organisational and individual factors that may affect students' acceptance of e‐learning systems in higher education in a cross‐cultural context. A questionnaire was developed based on an extended technology acceptance model (TAM). A total sample of 1173 university students from two private universities in Lebanon and one university in England participated in this study. After performing the satisfactory reliability and validity checks, the hypothesised model was estimated using structural equation modeling. The findings of this study revealed that perceived usefulness (PU), perceived ease of use (PEOU), social norms (SNs), perceived quality of work life (QWL), computer self‐efficacy (SE) and facilitating conditions (FC) are significant determinants of behavioural intentions (BIs) and usage of e‐learning system for the Lebanese and British students. QWL, the newly added variable, was found the most important construct in explaining the causal process in the model for both samples. Differences were found between Lebanese and British students with regard to PEOU, SN, QWL, FC, SE and actual usage; however, no differences were detected in terms of PU and BI. Overall, the proposed model achieves acceptable fit and explains for 69% of the British sample and 57% of the Lebanese sample of its variance which is higher than that of the original TAM. Our findings suggest that individual, social and organisational factors are important to consider in explaining students' BI and usage of e‐learning environments. 相似文献
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Nabeel Al-Qirim Kamel Rouibah Ali Tarhini Mohamed Adel Serhani Aishah Rashid Yammahi Maraim Ahmed Yammahi 《Education and Information Technologies》2018,23(1):29-40
This research investigates the personality characteristics of Information Technology students (CIT) in UAE University (UAEU) and how such features impact their IT learning. To achieve this objective, this research attempts to explain the impact of the Big-5 factors on learning using survey research. Results from 179 respondents suggested that agreeableness, extraversion, openness, and conscientiousness respectively were the most important strategies adopted by CIT students. However, neuroticism scored the lowest. Such results could be attributed to personal as well as to cultural reasons as highlighted in this research. The research highlights theoretical as well as professional contributions and implications. Some of challenges in this research could be addressed by designing programs aiming at enhancing student’s learning ability from the perspective of their personal traits. 相似文献
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