A meta analysis of factors affecting perceived usefulness and perceived ease of use in the adoption of E-Learning systems

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dc.contributor.authorBakı, Rahmi
dc.contributor.authorBirgören, Burak
dc.contributor.authorAktepe, Adnan
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T08:26:18Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T08:26:18Z
dc.date.issued2018
dc.departmentİktisadi ve İdari Bilimler Fakültesi
dc.description.abstractThe full potential of e-learning, a trend that is of growing importance lately, will not be reaped unless the users fully utilize the system, triggering extensive research to be conducted in order to provide valuable insight on a myriad of variables influencing user acceptance in e-learning systems. The main purpose of the study is to determine the factors that affect the intention of users to use e-learning and to get results which can guide system developers and researchers. In accordance with this purpose, 203 studies investigating the e-learning acceptance of the users through the Technology Acceptance Model (TAM) were found in the literature. In those studies, variables which are suggested to determine Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) and results of related hypotheses are analyzed. Finally, a model is proposed. In this model, the most widely accepted hypotheses, affecting PU and PEOU according to the literature are included in the original TAM. As a result; it determines Self Efficacy-PEOU, Subjective Norm-PU, Self Efficacy-PU, Interaction-PU, Enjoyment-PEOU, Anxiety-PEOU, Enjoyment-PU, Compatibility-PU, Subjective Norm-PEOU and Interaction-PEOU as variables that have statistical significance in users' PU and PEOU, respectively. Moreover, the study examines the relationship between the User Satisfaction and original TAM variables, and proposes the Acceptance and Satisfaction Model for E-Learning (ASME) as a model to best explain the dependent variables described above., © 2018 Turkish Online Journal of Distance Education-TOJDE.
dc.identifier.doi10.17718/tojde.471649
dc.identifier.endpage42en_US
dc.identifier.issn1302-6488
dc.identifier.issue4en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage4en_US
dc.identifier.urihttps://dx.doi.org/10.17718/tojde.471649
dc.identifier.urihttps://hdl.handle.net/20.500.12451/3146
dc.identifier.volume19en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAnadolu Üniversitesi
dc.relation.ispartofTurkish Online Journal of Distance Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectE-learning
dc.subjectPerceived Ease of Use
dc.subjectPerceived Usefulness
dc.subjectTechnology Acceptance Model
dc.subjectUser Satisfaction
dc.titleA meta analysis of factors affecting perceived usefulness and perceived ease of use in the adoption of E-Learning systems
dc.typeArticle

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