An empirical study of instructor adoption of web-based learning systems

Abstract

For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor adoption of web-based learning systems by incorporating existing literature and multiple empirically verified theories, including the technology acceptance model and DeLone and McLean’s information system success model. Survey data collected from 268 university instructors were examined using structural equation modeling to verify the proposed theoretical model. The research results further illuminate the factors that explain and predict the instructor adoption of web-based learning systems. Implications of this study are also discussed.

Introduction

In recent years, web-based learning systems have been widely employed in both educational and non-educational institutions. A report published by the Giga Information Group shows that the percentage of organizations using electronic-learning (e-learning) systems in their employee training programs rose from 21% in 2002 to 75% in 2005. Additionally, nearly 75% of the 129 universities listed in “America’s Best Colleges: 2005s Top National Universities” by US News & World Report used web-based learning systems (e.g., WebCT systems) in 2007. Thus, it is becoming more and more important to apply information technologies/systems to facilitate student learning, enhance instructor teaching performance and reduce educational costs (Pituch and Lee, 2006, Selim, 2007).

Despite the emerging trend of using web-based learning systems to facilitate teaching and learning activities, the number of users of web-based learning systems is not increasing as fast as expected (Ma, Andersson, & Streith, 2005). Russell, Bebell, O’Dwyer, and O’Connor (2003) stated that instructor use of information technologies/systems was a complex and multidirectional issue. Additionally, Pituch and Lee (2006) argued that if users lacked the sufficient motivation and intention to use web-based learning systems, the unused systems would eventually become useless. Therefore, it is critical to identify the factors that influence instructor adoption of web-based learning systems to help policymakers in higher education facilitate their use. A considerable number of studies have been conducted regarding the adoption of web-based learning systems (e.g., Barrero et al., 2008, Hayes, 2007, Ngai et al., 2007, Selim, 2007). However, very little empirical research has been conducted on instructor adoption of web-based learning systems from multiple critical perspectives such as user intention and information system success (e.g., Andersson, 2006, Condie and Livingston, 2007, Franklin, 2007, Thomas and Stratton, 2006, Zhao, 2007). As a result, the aims of this study are:

• to identify the factors affecting instructor adoption of web-based learning systems in the context of higher education in Taiwan; and

• to develop and empirically examine an integrated model of adoption of web-based learning systems, incorporating user intention/behavior, information system success and psychology.

This paper is organized as follows: section two presents a review of the literature concerning web-based learning systems, user intention theories, and information system success. Section three presents our theoretical model and research hypotheses. Section four describes the research method of this study, and section five presents the results analyzed by structural equation modeling (SEM). Section six discusses the findings and implications of this study, and section seven concludes this paper.