Although the online delivery of undergraduate and graduate course materials is a relatively recent phenomenon, the popularity of Web-based learning has been such that both businesses and academic institutions have experienced significant pressures to integrate online course material into their environments. Previous research shows that understanding a learner's perspective is vital to understanding the factors critical to success in introducing online learning. This paper presents the results of an investigation into the use of a Web-based course management system in a UK university, employing a model previously developed and assessed in a US university. The sample size of this study is similar to that of the original study, and employs similar analysis techniques, thereby generating a set of results which may be compared with those of the original work. Of the 14 hypotheses tested in these studies, ten produced matching results while four produced conflicting findings, suggesting that additional work in the area is required. Our study revealed that whilst technical support is related to ease of use, there may be greater need for academics to stress the usefulness of the system to students and colleagues (rather than ease of use), and to emphasise that the capabilities of the system relate to its usefulness.
|Pages (from-to)||59 - 70|
|Number of pages||11|
|Journal||International Journal of Management Education|
|Publication status||Published - 30 Apr 2010|
- online delivery
- technology acceptance
- structural equation modelling