Theoretical Framework: 1.51 Technology Acceptance Model
1.5 Theoretical Framework
Two theoretical models are thoroughly considered in understanding the complex underlying processes posited in this study: (a) Technology Acceptance Model and (b) Rogers (1995) Diffusion of Innovation Theory. This section summarizes their key concepts and ideas while extrapolating on their relevance to the current study.
1.51 Technology Acceptance Model
First and among all the adoption theories, TAM enjoys an excellent reputation with regard to its robustness, parsimony and explanatory power (Davis, 1989). TAM is rooted in the social psychology theory of reasoned action (TRA) (Ajzen & Fishbein, 1980). TRA postulates that beliefs affect attitude, which influences intention, while intention in turn brings about behaviours. …show more content…
This literature review is focused on supporting the main aim of the study and as such, practice rather than theory were chosen as the primary criteria in selecting journal articles. Firstly, there is a need to evaluate the qualitative factors regarding understanding LMS processes, e-learning and its relationship to learning achievement (Paechter, Maier & Macher, 2010) and how the creation of interactive video lessons enhances student understanding and learning effectiveness in e-learning environment (Zhang, Zhou, Briggs & Nunamaker, 2006) within the current study. Paechter, Maier and Macher’s (2010) study explicates the concepts, challenges and dominant issues surrounding e-learning and LMS processes while Zhang et al.’s (2006) study emphasizes how an interactive medium (streaming internet video) contributes to efficacies in student comprehension and learning effectiveness. The third study (Liaw, 2007) explored the complex relationships and implications regarding student satisfaction, behavioural intentions and effectiveness of a BBL. Liaw (2007) detailed a thorough conceptual understanding of these varied factors for understanding differential levels of analysis particularly how absence and presence of behavioral intentions modify the effectiveness of a LMS. Fourth, Sun et al. (2006) proposed an integrated model of e-learning comprising of 6 key dimensions which will be discussed further. These dimensions were considered as critical factors that affected ‘learners’ perceived satisfaction’ (Sun et al.,
Two theoretical models are thoroughly considered in understanding the complex underlying processes posited in this study: (a) Technology Acceptance Model and (b) Rogers (1995) Diffusion of Innovation Theory. This section summarizes their key concepts and ideas while extrapolating on their relevance to the current study.
1.51 Technology Acceptance Model
First and among all the adoption theories, TAM enjoys an excellent reputation with regard to its robustness, parsimony and explanatory power (Davis, 1989). TAM is rooted in the social psychology theory of reasoned action (TRA) (Ajzen & Fishbein, 1980). TRA postulates that beliefs affect attitude, which influences intention, while intention in turn brings about behaviours. …show more content…
This literature review is focused on supporting the main aim of the study and as such, practice rather than theory were chosen as the primary criteria in selecting journal articles. Firstly, there is a need to evaluate the qualitative factors regarding understanding LMS processes, e-learning and its relationship to learning achievement (Paechter, Maier & Macher, 2010) and how the creation of interactive video lessons enhances student understanding and learning effectiveness in e-learning environment (Zhang, Zhou, Briggs & Nunamaker, 2006) within the current study. Paechter, Maier and Macher’s (2010) study explicates the concepts, challenges and dominant issues surrounding e-learning and LMS processes while Zhang et al.’s (2006) study emphasizes how an interactive medium (streaming internet video) contributes to efficacies in student comprehension and learning effectiveness. The third study (Liaw, 2007) explored the complex relationships and implications regarding student satisfaction, behavioural intentions and effectiveness of a BBL. Liaw (2007) detailed a thorough conceptual understanding of these varied factors for understanding differential levels of analysis particularly how absence and presence of behavioral intentions modify the effectiveness of a LMS. Fourth, Sun et al. (2006) proposed an integrated model of e-learning comprising of 6 key dimensions which will be discussed further. These dimensions were considered as critical factors that affected ‘learners’ perceived satisfaction’ (Sun et al.,