Understanding e-learning adoption in Brazil: major determinants and gender effects
Entity
UAM. Departamento de Financiación e Investigación ComercialPublisher
Athabasca UniversityDate
2012-10Citation
International Review of Research in Open And Distance Learning 4.13 (2012): 91-106ISSN
1492-3831Editor's Version
http://www.irrodl.org/index.php/irrodl/article/view/1266Subjects
BRIC; E-learning; Gender; Technology acceptance model; Social interaction; Economía; Sociología; EducaciónAbstract
The objective of this study is to examine factors influencing e-learning adoption and the
moderating role of gender. This study extends the technology acceptance model (TAM)
by adding attitude and social interaction. The new construct of social interaction is applied
to the South American context. Gender effects on e-learning adoption from educators’
perspectives have seldom been explored. The data collection takes place in three major
Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our
structural equation modeling reveals that ease of use and perceived usefulness are significant
antecedents of attitude, which in turn affects intention. However, unlike the original
TAM, perceived usefulness is not a direct driver of intention. In terms of moderation,
gender affects three relationships: (1) ease of use –› perceived usefulness; (2) perceived
usefulness –› attitude, and (3) intention –› actual behavior. The analysis is carried out in a
single country; thus, caution should be taken in generalization of the results. The findings
will help academics, educators, and policy makers to better understand the mechanism of
e-learning adoption in Brazil.
Files in this item
Google Scholar:Okazaki, Shintaro
-
Renda dos Santos, Luiz Miguel
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