TAM and Online Education

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School

University of Phoenix *

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RES/710 ED

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Communications

Date

Feb 20, 2024

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docx

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Uploaded by CaptainFire10939

Dr. S. & Class, I can understand your viewpoint clearly as to how TAM can help explain why some students and faculty are more likely to accept and use online learning technologies than others. Especially for adult learners, the ability to take courses and learn new skills without going into a classroom can prove priceless. When you work full time, raise a family, take care of a home, and try to have a social life, online learning can be the perfect solution to balance all your other responsibilities while you get your degree. Universities must keep up with students' expectations, preferences, and standards in today's higher education system, which is constantly changing. As a result, information technology and E-learning platforms are seen as critical components of universities' operations, with these organizations increasingly investing in multimedia systems and devices (Popovici & Mironov, 2015). Computers and the internet are the primary components that guarantee the smooth operation of those networks (Babu & Sridevi, 2018). E-learning systems have many features that facilitate and foster the learning-teaching process by providing a broad variety of options for exchanging knowledge and downloading documents in various formats. The Technology Acceptance Model (TAM), which has proven to be useful in assessing and comprehending how students expect to use E-learning systems (Almarabeh, 2014), is important in exploring the use of E-learning systems. As with most teaching methods, online learning also has its own set of positives and negatives. Decoding and understanding these positives and negatives will help institutions create strategies for more efficiently delivering the lessons, ensuring an uninterrupted learning journey for students. Overall, research has revealed that TAM is the most widely used powerful, and valid model for the prediction and explanation of user’s behavior toward acceptance and adoption of educational technology (Abdullah & Ward, 2016; Granić & Marangunić, 2019). References: Abdullah, F., & Ward, R. (2016). Developing a general extended technology acceptance model for e-learning (GETAMEL) by analysing commonly used external factors. Computers in human behavior, 56, 238-256. Almarabeh, T. (2014). Students' Perceptions of E-Learning at the University of Jordan. International Journal of Emerging Technologies in Learning, 9(3), 31-35. Babu, G.S., & Sridevi, K. (2018). Importance of E-learning in Higher Education: A study. International Journal of Research Culture Society, 2(5), 84–88. Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864.

Popovici, A., & Mironov, C. (2015). Students’ perception on using e-Learning technologies. Procedia-Social and Behavioral Sciences, 180, 1514-1519. Al-Adwan, A. S. (2020). Investigating the drivers and barriers to MOOCs adoption: The perspective of TAM. Education and Information Technologies, 25, 5771–5795. https://doi.org/10.1007/s10639-020- 10250-z . Yadav, S. K., & Yadav, S. (2020). Explaining Online Education Adoption Using Technology Acceptance Model: An Analysis from Parents' Perspective. IUP Journal of Information Technology, 16(4), 42-53. https://www.proquest.com/scholarly-journals/explaining-online-education-adoption-using/docview/ 2495511140/se-2

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TAM and Online Education

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