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Do knowledge acquisition and knowledge sharing really affect e-learning adoption? An empirical study

Al-Emran, M. and Teo, T.ORCID: 0000-0002-7552-8497 (2019) Do knowledge acquisition and knowledge sharing really affect e-learning adoption? An empirical study. Education and Information Technologies . In Press.

Link to Published Version: https://doi.org/10.1007/s10639-019-10062-w
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Abstract

Studying the factors that affect the e-learning adoption is not a new research topic. Nevertheless, exploring the effect of knowledge acquisition and knowledge sharing on e-learning adoption is a relatively new research trend that has not been featured in the existing literature. Thus, this study was conducted to build a new model by extending the technology acceptance model (TAM) with knowledge acquisition and knowledge sharing to examine the e-learning adoption. A total of 403 students enrolled at Al Buraimi University College (BUC) in Oman was surveyed. Using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) to evaluate the proposed model, the results suggested that knowledge acquisition, knowledge sharing, perceived usefulness, and perceived ease of use have significant direct effects on the students’ behavioral intention to adopt e-learning systems. The findings also suggested that knowledge acquisition and knowledge sharing have a significant positive influence on perceived usefulness and perceived ease of use. The evidence from these results provides holistic insights which could assist the policy-makers and educators to better understand the factors affecting the adoption of e-learning systems. The implications for theory and practice, limitations, and future work are also discussed.

Item Type: Journal Article
Murdoch Affiliation: Education
Publisher: Springer US
Copyright: © 2019 Springer Science+Business Media, LLC, part of Springer Nature
URI: http://researchrepository.murdoch.edu.au/id/eprint/53861
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