Using a General Extended Technology Acceptance Model for E-Learning (GETAMEL). A Literature Review of Empirical Studies

This paper examines peer-reviewed empirical studies using the General Extended Technology Acceptance Model for E-learning (GETAMEL). We have created a framework for examining the effects of the set of external variables on e-learning acceptance. The study reviews the independent variables (Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-efficacy), and dependent variables (Perceived Usefulness, Perceived Ease of Use, Attitudes Towards Using, Intention to Use, and Actual Use), path coefficients, theoretical backgrounds, and the type of studies performed on the e-learning systems in the literature review. The paper examines the state of current research on the topic and points out gaps in the existing literature. The objective of the paper is both to provide an overview of the literature and to investigate the reasons for e-learning acceptance. As a result of the study, we present the mean values of the relations between variables adequate for the GETAMEL model in all the reviewed works. The findings of the review provide insight for further studies and the use of the GETAMEL model

Evaluating science teachers' flipped learning readiness: a GETAMEL approach test

Flipped learning has become an ally in education. However, although the literature has identified multiple benefits of using this strategy to improve student learning outcomes, its adoption and implementation by teachers in science education remain scarce. This study examines antecedents of science teachers' flipped teaching readiness to act, aiming to encourage more teachers to use this strategy. The study implemented the General Extended Technology Acceptance Model for E-Learning (GETAMEL) approach as the theoretical framework. A cross-sectional research design study, including 398 in-service science teachers, was implemented in five Turkish cities during the first semester of 2022. The results indicated that the GETAMEL approach provided adequate prediction power to explain science teachers' flipped teaching readiness. It was also shown that all hypotheses were supported, and constructs of the conceptual model were significant activators of intention to use the flipped learning approach for science teaching. Moreover, subjective norm, experience, perceived enjoyment, anxiety, and self-efficacy on perceived usefulness, attitude, and intention acted as mediator constructs. Overall, this study guides researchers and practitioners to better comprehend science teachers' flipped teaching readiness

Extending the technology acceptance model for use of e-learning systems by digital learners

Technology-based learning systems enable enhanced student learning in higher-education institutions. This paper evaluates the factors affecting behavioral intention of students toward using e-learning systems in universities to augment classroom learning. Based on the technology acceptance model, this paper proposes six external factors that influence the behavioral intention of students toward use of e-learning. A quantitative approach involving structural equation modeling is adopted, and research data collected from 437 undergraduate students enrolled in three academic programs is used for analysis. Results indicate that subjective norm, perception of external control, system accessibility, enjoyment, and result demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. This paper also examines the relevance of some previously used external variables, e.g., self-efficacy, experience, and computer anxiety, for present-world students who have been brought up as digital learners and have higher levels of computer literacy and experience. © 2018 IEEE

Antecedents of Blackboard Adoption by Lecturers at a South African Higher Education Institution – Extending GETAMEL

Learning Management Systems (LMS) have become central to the teaching and learning in Higher Education Institutions (HEI). The aim of this paper was to test the constructs of the General Extended Technology Acceptance Model for e-Learning (GETAMEL) and some selected constructs from the other Technology Acceptance Models (TAM) on adoption and use of Black-board LMS by lecturers at a selected university in South Africa. A cross sec-tional electronic survey was carried out to obtain data from 101 lecturers, who were conveniently sampled to express their perceptions on BLMS. Structural equation modelling, utilising SmartPLS3, was used to analyse the collected data. The results confirmed that behavioural intention (BI) influ-enced actual use whilst BI in turn was influenced by perceived usefulness (PU) and subjective norm (SN). Attitude was influenced by PU but had no significant effect on BI. The external factors that influenced perceived ease of use (PEOU) included perceived enjoyment (ENJOY), system self-efficacy (SE), and system anxiety (ANX) whilst PU was influenced by job relevance (JR) and PEOU. University management at the HEI under study should con-sider the determinants of SE, ENJOY and ANX if they need effective utilisation of Blackboard by the lecturers. The study findings imply that a LMS that is adopted and used is one that is considered useful, otherwise users will be reluctant to use it. The findings can assist HEIs in preparing their lecturers before implementation of any e-learning systems, such as training and technical support, thus, enhancing LMS adoption and utilisation. This study contributes to the body of knowledge on antecedents of LMS adoption and use. In addition, it establishes the applicability of GETAMEL in a South African university context

External Factors affecting Blackboard Learning Management System adoption by Students: Evidence from a Historically Disadvantaged Higher Education Institution in South Africa

Learning Management Systems (LMS) have the ability to transform learning experiences of students in Higher Education Institutions (HEI). In addition to the developmental benefits, LMS assist teaching and learning during student unrests, a common feature in historically disadvantaged institutions in South Africa. Regardless of the benefits of LMS platforms such as Blackboard, the utilisation by university students at the institution under study has been very low. Applying cross sectional electronic survey, this study identifies the key factors influencing technology adoption, as identified in the General Extended Technology Acceptance Model for E-Learning (GETAMEL), behind perceived ease of use and perceived usefulness in the adoption of technology. A sample of 125 students at a historically disadvantaged institution in South Africa was considered for the study. Data was collected to understand their perceptions on use of Blackboard Learning Management System (BB) for learning. Data was analysed with SmartPLS statistical analysis software. Results show that perceived ease of use of BB is influenced by computer self-efficacy, computer amusement and computer anxiety whilst perceived usefulness of BB is influenced by subjective norm and computer enjoyment. The findings also show computer experience to significantly affect computer self-efficacy and computer self-efficacy to affect computer enjoyment. The article presents the external factors that affect the usage of LMS at one of the historically disadvantaged HEI in South Africa. HEI leadership has to prioritise the identified external factors to increase chances of acceptance and utilisation of Blackboard by learners

Design of an Extended Educational Technology Acceptance Model (EETAM)

Educational technologies provide students with opportunities to learn remotely or on campus, to access learning materials, engage with interactive learning activities and to interact and communicate with the class. Student use may vary depending on several different factors, and technology acceptance models are well-suited to investigate these factors and how they may influence student behaviour. Because of their popularity and utility, many different models exist and there is no apparent pattern in terms of structure and included factors, and only a minority include factors relevant to education and learning. The primary aim of this research was to form a robust and comprehensive technology acceptance model specifically suited to educational technologies and test it in the field. This was achieved using exploratory and confirmatory factor analysis, thematic analysis, and structural equation modelling. The results demonstrated that the final proposed model was statistically sound and measured the majority of the variance of student behavioural intent. It also demonstrated the potential impact that student comfort and well-being may have on formation of student intentions. There was confirmation that the cognitive engagement construct improved the power of the proposed model, which suggested that students think that a technology is useful if it is also engaging. There were further indications that instructor attributes, feedback, and class interaction and communication are also influential, though further confirmation is required in more controlled settings. A final extended educational technology acceptance model is presented here with strong theoretical and statistical justification in response to the perceived heterogeneity and lack of specificity to education in contemporary technology acceptance research.Thesis (Ph.D.) -- University of Adelaide, School of Education, 202