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ERIC Number: EJ848442
Record Type: Journal
Publication Date: 2005
Pages: 10
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1071-6084
Undergraduate Engineering and Psychology Students' Use of a Course Management System: A Factorial Invariance Study of User Characteristics and Attitudes
Sivo, Stephen A.; Cheng-Chang, Pan
Journal of Technology Studies, v31 n2 p94-103 Spr 2005
Implementing information systems (IS) is expensive and sometimes unsuccessful due to low levels of system user acceptance (Legris, Ingham, & Collerette, 2003). For this reason, IS research has focused, in part, on variables contributing to system user acceptance of technology. As a part of this effort, Davis (1989) theorized and tested the technology acceptance model (TAM) to describe how system user characteristics influence patterns in technology use. Pan et al. (2003) successfully replicated the TAM by identifying a causal relationship existing among students' perceived ease of use of WebCT, perceived usefulness of WebCT, their attitude toward WebCT, and their actual use of the course management system. They also succeeded in expanding the original TAM by adding subjective norms in addition to computer self-efficacy. These studies were conducted using students in a course on psychology. One of the two primary purposes of this study was to not only replicate this study with students in another psychology course, but to also contrast the TAM model results with results obtained from students in an engineering course. The second purpose of this study was to determine whether this model is as applicable to psychology students as to engineering students. The research question answered in this study was: Is the covariance structure of the academic TAM invariant (the same) across the psychology and engineering student data? This study included 460 students in both psychology (n = 230) and engineering (n = 230) classes using WebCT for a Web-enhanced course. The results suggest that the academic TAM is as applicable to engineering students as it is to psychology students with respect to WebCT as a course management system, although perceptions of peer pressure and professor expectations play a more prominent role for engineering students and perceptions of WebCT ease of use has a greater impact on psychology students. If it is the goal of an institution to build student acceptance of a course management system, if for no other reason than to secure student satisfaction, then these results suggest that interventions should vary by the course sequence students are designated to take (Contains 4 figures, 6 tables, and 1 footnote.)
Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail: ept@bgsu.edu; Web site: http://eptglobal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A