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Factors Motivating the Adoption of E-Learning Technologies IBIMA Publishing Journal of e-Learning & Higher Education http://www.ibimapublishing.com/journals/JELHE/jelhe.html Vol. 2012 (2012), Article ID 777468, 17 pages DOI: 10.5171/2012.777468 Factors Motivating the Adoption of e-Learning Technologies Yining Chen, Harold T. Little Jr., Mark T. Ross and Qin Zhao Department of Accounting, Western Kentucky University, College Heights Blvd. Bowling Green, Kentucky, USA __________________________________________________________________________________________________________________ Abstract This study uses expectancy theory in an experimental setting to explain student motivation in adopting e-Learning technology. Data gathered from 173 students, having classroom exposure to e- Learning technologies, suggest that expectancy theory is appropriate for evaluating and understanding a student’s motivation to adopt an e-Learning technology. On average, students considered information acquisition as the most attractive outcome of an e-Learning technology. Further, empirical evidence suggests that e-Learning technology adoption is more likely to succeed 1) when the technology is perceived by students to be in their best interest, and 2) when students perceive that reasonable efforts will result in successful adoption. Keywords: e-Learning, motivational factor, expectancy theory, technology adoption. __________________________________________________________________________________________________________________ Introduction learning, computer-based training and Web- or Internet-based training, comprises all Advances in information technology have forms of internet supported learning and created additional options for today’s teaching. Henry (2001, page 249) defines e- education (Yang & Arjomand, 1999). Learning as the appropriate application of Corporate and campus agendas have started the Internet to support the delivery of to recognize e-Learning as having the learning, skills and knowledge in a holistic potential to transform people, performance, approach not limited to any particular knowledge and skills (Henry, 2001). Major courses, technologies, or infrastructures. e- colleges and universities race to develop Learning provides a student-centered online course capability in a rapidly learning environment by delivering emerging cyber education market (Love & knowledge on-demand with up-to-the- Fry, 2006); every major institution of higher minute information (Leung & Li, 2006). The education in the US offers at least a portion of unarguable upside of e-Learning is that it their classes over the Internet, and the use of requires little or no face-to-face contact time, a virtual learning environment has become therefore is more cost-effective. Via commonplace. As the demand for lifelong technology, teacher and students, while learning increases and the technological physically separated, are intellectually improvements enable us to more closely connected (Burke & Slavin, 2000). simulate a live classroom, the growth in e- Learning will continue to explode (Burke & To enable students to communicate with Slavin, 2000). their instructor and other participants in both synchronous and asynchronous formats, E-Learning, also referred to by such names as e-Learning relies heavily on communication online learning, virtual learning, distance technologies. In fact, most courses with e- Copyright © 2012 Yining Chen, Harold T. Little Jr., Mark T. Ross and Qin Zhao. This is an open access article distributed under the Creative Commons Attribution License unported 3.0, which permits unrestricted use, distribution, and reproduction in any medium, provided that original work is properly cited. Contact author: Yining Chen E-mail: [email protected] Journal of e-Learning & Higher Education 2 Learning components use mechanisms, such environment from the student’s perspective as bulletin boards, chat-rooms, e-mail and (Love & Fry, 2006). video conferencing through which students can communicate with the teacher and other Many argue that the technologies alone students whenever their schedule allows. cannot guarantee the successful Since skills and knowledge transfer activities implementation of e-Learning (Ignatius & are conducted online, successful application Ramayah, 2005). Student behavior and and implementation of e-Learning responses toward the technology will technologies is essential for learning determine whether implementation is effectiveness. successful. Along this research line, studies on a specific institution's or organization's This study uses expectancy theory to explain model of e-Learning and its impact on student motivation in adopting e-Learning participants abound (Hall, 1996; Harrod & technology. Data gathered from 173 students Townsend, 1998; Nixon & Helms, 1997; with e-Learning experience suggest that Wildstrom, 1997). expectancy theory is appropriate for evaluating and understanding student E-Learning Experience and Student motivation in adopting e-Learning Satisfaction technology. On average, students identify information acquisition as the most Among the studies that examine pedagogical attractive outcome of e-Learning technology. issues, many look into the effectiveness and In addition, empirical evidence confirms that quality of e-Learning. Those with favorable e-Learning technology adoption is more results argue that online education (1) likely to succeed 1) when the technology is provides students with better and faster perceived by students to be in their best access to information; (2) presents interest and 2) when students perceive that information from multiple perspectives; (3) reasonable efforts will result in successful enables students to control the learning adoption. process; (4) allows for more individualized instruction; (5) accommodates a wide range Literature Review of learning styles; and (6) increases student satisfaction with their courses (Baker, Hale, & Gifford, 1997; Follows, 1999; Navarro & Consistent with an emerging area of research Shoemaker, 2000). Supporters of online that is still in its developmental stage, a learning argue that new computer-assisted significant amount of e-Learning literature technologies can promote not only greater has focused on what e-Learning is, who student involvement in learning, but also delivers it, who benefits from it, and the greater individual responsibility for learning. methods in which it is delivered. As a result, Despite the claims that e-Learning can there is an overwhelming amount of enhance the quality of education, Dowling et information on the logistics, infrastructure al. (2003) argue that providing learning and technologies of e-Learning (Hopey & materials online results in improved learning Ginsburg, 1996). Writings on structural outcomes only for specific forms of changes resulting from partnering summative assessment. Mayes (2002) relationships among the major players and questions whether e-Learning is simply a with the society as a whole for both support mechanism for existing learning delivering and acquiring e-Learning are methods. throughout the literature (Wreden, 1997). Given the need to incorporate new The most prominent criticism of e-Learning technologies into the classroom, it is is its lack (or complete absence) of crucial important to understand the impact of e- personal interactions, not only between Learning on the teaching-learning students and teachers, but also among fellow 3 Journal of e-Learning & Higher Education students as well. Some researchers observe a delivery (Collis & Moonen, 2001). Among depersonalization of the learning process those studies that examine e-Learning and a hollow pedagogy that stresses technologies, the emphasis has been on memorization rather than synthesis and applying internet technologies to integrate analysis (Burdman, 1998; Young, 1997; many diverse instructional resources and Monaghan, 1995). Conversely, others believe events into powerful and cohesive learning that e-Learning creates a more balanced paths (Henry, 2001). Love and Fry (2006) interactive learning environment through the conclude from their empirical study that e- use of collaboration tools such as discussion Learning is regarded as value-added and boards, virtual chat rooms and interactive students are successfully engaged only when tutorials that can facilitate the student- the elements of the learning process are teacher and student-student relationships constructively aligned and integrated. (O’Leary, 2002). Although it may not be the best channel for improving interaction, e- E-Learning processes, inventions and Learning does have “a role in facilitating new methods are being used for purposes such as participative, mutual, and more adaptive delivery of educational content, conversational student-teacher relations and individualizing learning materials, dynamic more supportive and engaged feedback, cognitive diagnosis, score student/student relations” (Ramsey, 2003, reporting and course placement (Scalise et al., p.31). 2007). The specific learning objectives and applications that e-Learning technologies are While there exists a plethora of normative expected to support include: and theoretical research on student interactions and e-Learning, empirical ° Instruction (lecture, demonstration, research examining factors that influence webinars, literature, ebooks); student receptivity to e-Learning using potential users of e-Learning technology has ° Collaboration (virtual chat room, been relatively unexplored (Anakwe, Kessler, discussion board, study group, mentored & Christensen,
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