E-learning and the University of Huelva: a study of WebCT and the technological acceptance model

• Published in: Campus-wide information systems Vol. 30; no. 2; pp. 135 - 160
• Main Authors: Arteaga Sánchez, R., Duarte Hueros, A., García Ordaz, M.
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Group Publishing Limited 2013
• Subjects: Acceptance; Collaborative learning; College Students; Colleges & universities; Communication; Data Analysis; Distance education; Distance learning; Educational Technology; Electronic Learning; Foreign Countries; Higher Education; Information systems; Information Technology; Integrated Learning Systems; Internet; Knowledge management; Learning; Learning management systems; Learning Processes; Learning Strategies; Lifelong learning; Mathematical models; Modelling; Online instruction; Postmodernism; Questionnaires; Self Efficacy; Social networks; Spain; Structural Equation Models; Student Surveys; Students; Studies; System theory; Teachers; Teaching; Teaching Methods; Technical Assistance; Technical Support; Technology; Technology Acceptance Model; Technology adoption; Tuition; Universities; Usability; User surveys; Virtual Classrooms; Web 2.0; Wikis; Spain; Huelva Spain; Technology acceptance model; Students; Virtual learning environment; WebCT; Virtual learning platforms; Spain; Universities
• ISSN: 1065-0741; 2056-4880; 2054-5576; 2056-4899
• DOI: 10.1108/10650741311306318

Purpose - The purpose of this paper is to investigate the factors that determine the acceptance of the WebCT learning system among students of the faculties of Business and Education Sciences at the University of Huelva, and to verify the direct and indirect effects of these factors.Design methodology approach - A total of 226 students at the University of Huelva completed a survey questionnaire measuring their responses to six constructs which explain the system usage in the context of e-learning: technical support (TS); computer self-efficacy (CSE); perceived ease of use (PEOU); perceived usefulness (PU); attitude (A); and system usage (SU). Structural equation modelling (SEM) was employed for modelling and data analysis.Findings - The most significant results point to the need to rethink the original structural model in terms of the relations of certain variables, although the authors also establish the importance of the direct effect of technical support on perceived ease of use and perceived usefulness among the students. The authors also confirm that WebCT usage and acceptance is directly influenced by perceived usefulness and indirectly by perceived ease of use.Originality value - The findings in this study have implications for the virtual learning systems managers at the University of Huelva, and for other universities that use online tuition systems. This paper reflects a lack of technical support which students need to use WebCT more efficiently and shows that training courses and technical assistance for students must be extended.