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ERIC Number: EJ1063301
Record Type: Journal
Publication Date: 2010-Jul
Pages: 34
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1540-4595
Hybrid E-Learning Acceptance Model: Learner Perceptions
Ahmed, Hassan M. Selim
Decision Sciences Journal of Innovative Education, v8 n2 p313-346 Jul 2010
E-learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a "hybrid" e-learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e-learning by learners and the factors affecting the learners' satisfaction with these tools. This study assesses hybrid e-learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners' acceptance of hybrid e-learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners' decision to accept hybrid e-learning was empirically examined. The results show that all three factors significantly and directly impacted the learners' acceptance of hybrid e-learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e-learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A