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A study on e-learning take-up intention from an innovation adoption perspective: A case in China
ARTICLE

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Computers & Education Volume 55, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This research aims to examine, from an innovation adoption perspective, Chinese students’ intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers’s relational model of perceived innovation attributes. Rogers’s model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n=215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention.

Citation

Duan, Y., He, Q., Feng, W., Li, D. & Fu, Z. (2010). A study on e-learning take-up intention from an innovation adoption perspective: A case in China. Computers & Education, 55(1), 237-246. Elsevier Ltd. Retrieved April 21, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.01.009

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  2. Alteration of Influencing Factors of Continued Intentions to Use e-Learning for Different Degrees of Adult Online Participation

    Chi-Cheng Chang, Department of Technology Application and Human Resource Development National Taiwan Normal University

    The International Review of Research in Open and Distributed Learning Vol. 16, No. 4 (Nov 02, 2015)

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