An empirical investigation linking learners adoption of blended learning to their intention of full e-learning

Kamla Ali Al-Busaidi*

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةمقالمراجعة النظراء

99 اقتباسات (Scopus)


Learning management system (LMS) is playing a major role in higher academic institutions worldwide. Even though full e-learning is becoming a feasible strategy for a number of institutions in the world, some institutions, especially those in developing countries, are resisting a full e-learning environment. Consequently, these academic institutions initially adopt LMS for blended learning to assess their readiness for full e-learning transformation. There are a number of studies that investigate the determinants of full e-learning, but very limited studies investigate the link between learners perception of blended learning and full e-learning. The objective of this study was to link learners adoption (perceived ease of use, perceived usefulness (PU) and satisfaction) of LMS in blended learning and their personal characteristics (self-efficacy, technology experience and personal innovativeness) to their intention to use full e-learning. Data were collected through a questionnaire from 512 learners in Oman. The study found that personal innovativeness, PU and satisfaction of LMS in blended learning are significant to learners intention to engage in full e-learning. Thus, learners adoption of LMS in blended learning boosts their intention to full e-learning. The results provide useful insights for practitioners and researchers on full e-learning planning and strategy.

اللغة الأصليةEnglish
الصفحات (من إلى)1168-1176
عدد الصفحات9
دوريةBehaviour and Information Technology
مستوى الصوت32
رقم الإصدار11
المعرِّفات الرقمية للأشياء
حالة النشرPublished - نوفمبر 1 2013

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