The acceptance of Elearning by users on university education programsin Vietnam

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The acceptance of E-learning by users on university education

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ABSTRACT

E-learning is developing rapidly worldwide and also began developing in

Vietnam In many parts of the world, E-learning is being embraced as the results of the

shift towards a knowledge-based economy and the wide availability of new

information and communication technologies (ICT) It is a form of training and

advanced study contributes additional forms of media training to overcome the

limitations of traditional training

Several universities in Vietnam have made some significant efforts in recent

years to employ Internet technologies in education to enhance learning opportunities

Although E-learning has been known as a new learning and teaching method in

Vietnam, however, its productivity, efficiency in training and education in the country

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The main purpose of this study was to examine the user’s acceptance of

E-learning applied in unversity education programs in Vietnam which detailed in four

objectives:to identify what factors had significant influence on the behavioral intention

of using E-learning; to examine how these factors influenced the behavioral intention

of using E-learning; to examine how users were willing to accept using E-learning in

Vietnamese universities; and to find out if there was significant difference in the

behavioral intention of using E-learning and on other internal factors across

demographic factors

The research was conducted based on the well-known Technology Acceptance

Model (TAM) with extensions to employ for the analysis Quantitative data of the

questionnaire survey was gathered from Master in Information System Management

class (MIS2 class), teachers and students of Phuong Dong University and Ha noi Open

University The Statistical Package for the Social Sciences (SPSS 14.0) was used for

analyzing the collected data by a combination of statistical procedures

Keywords: E-learning, University Education Program, Vietnam, Distance

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Table of Contents

Abstract i

Acknowledgment ii

Table of Contents iii

List of Tables iv

List of Figures iv

Chapter Introduction

1.1 Research Background

1.2 Research Motivation

1.3 Research Purposes and Research Questions

1.4 Scope and Limitations

1.5 Definitions of Terms

1.5.1 E-learning

1.3.2 User Acceptance

Chapter Literature Review

2.1 What is E-learning

2.2 E-learning in Vietnam

2.2.1 Internet in education

2.2.1 E-learning in Vietnam 11

2.3.Critical factors in E-learning environment 12

2.4 User Behavior in Acceptance of Technology 14 2.5 Technology Acceptance Model (TAM) and application of TAM in student

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19

2.6 Literature of factors in research model 20

2.6.1.External Variables 20

2.6.2Internal Variables 26

Chapter Research methodology 29

3.1 Research Framework 29

3.2 Research Questions and Associated Hypotheses 30

3.3 Subjects and Sampling 33

3.4 Instrument Design 33

3.4.1 The Questionnaire Construct 33

3.4.2 The Reliability 36

3.5 Data Collection 38

3.6 Data Analysis 39

3.7 Research Procedure 41

Chapter Data analysis 42 4.1 Descriptive Analysis 42

4.2 T-Test and ANOVA analysis 44

4.2.1 T-Test 44

4.2.1 ANOVA Test 45

4.3 Correlation analysis 46

4.4 Linear regression analysis 47

4.4.1 Linear Regression Analysis for testing hypothesis H1 47

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4.5 Factor analysis 56 4.6 Path analysis 59 4.7 Research finding 60

Chapter Results 5.1 Findings 62

5.1.1 What Significant Factors Influence User’s Acceptance of E-learning 63 5.1.2 How Students were Willing to Accept Using E-learning 63

5.2 Conclusions 65 5.3 Discussion 65

5.4 Suggestions 66

APPENDIX I English Questionnaire 68

APPENDIX II Vietnamese Questionnaire 73

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List of Tables

Table 2.1 Summary of critical factors in E-learning application 13

Table 2.2 Overview of TAM model research applied in student context 20

Table 2.3 Definition of External Variables 22

Table 2.4 Definition of Internal Variables 27

Table 3.1 The questionnaire constructs 35

Table 3.3 Reliability of the Developed Questionnaire 37

Table 3.4 Validity test 38

Table 3.5 Response rate in Questionnaire Survey 39

Table 4.1 Characteristics of Sample Demographics 43

Table 4.2 T-Test 45

Table 4.3 ANOVA Test 46

Table 4.4 Correlation between age with experience use E-learning 47

Table 4.5 Linear Regression Analysis for Testing H1 48

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Table 4.15 Factor loading 57

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List of Figures

Figure 2-1 Theory of Reasoned Action of Fishbein & Ajzen (1975) 15 Figure 2-2 Technology Acceptance Model 16 Figure 2-3 Extended - Technology Acceptance Model (TAM2) 17 Figure 3-1 Research Framework: TAM Extended of an university education program

30

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CHAPTER 1

INTRODUCTION

This chapter introduces about background of the study and research motivation,

research purpose Since then, given the research question, scope, limitations and

definitions of terms in thesis 1.1 Research background

With the rapid and fundamental changes occurring in the telecommunications

and education sectors, E-learning has a key role to play in coping with this reality One

of the greatest challenges facing us is how we change and prepare ourselves to

introduce E-learning to improve the effectiveness and efficiency of the learning

systems.

First, it involves communities to education to a greater extend Vietnam

geographically spreads out as a long narrow country Furthermore, 80% of 80 million

population are living in the rural area That means, more than 60 million people in

remote areas have difficulties accessing current education system, which mainly

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Secondly, E-learning introduces a new method of education and training

Elearning

proves to be a suitable education and training methodology that meets the need of

nowadays globalization Moreover, utilizing E-learning, MOET will be able to capture

state of the art technology in education as well as in management of the system This is

in line with MOET national education reform strategy, in its EduNet project 1.2 Research Motivation

In many parts of the world, E-learning is being embraced as the results of the

shift towards a knowledge-based economy and the wide availability of new

information and communication technologies (ICT) The plan Vietnam Education

Development Strategic Plan for 2001-2010 issued by Vietnam Ministry of Education

and Training (MOET) also emphasizes the role of building and developing E-learning

as one of the advanced teaching/learning manners of the education innovation process

in the new era

Distance education is paid much attention by Vietnamese government which is

shown in many documentations issued by MOET (Ministry of Education and Training)

relating to the existing policies of education, distance education, and ICT (Vuth, Than,

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education for the 2006-2010 period, hosted by MOET and incorporated with the Ha

Noi Open University and Ho Chi Minh City Open University has been already

performed (Viet Nam News, 2006; Vietnam News Agency, 2006) These programs

aim to yield more learning opportunities for students who are unable to participate with

traditional classes at school’s campus The application of E-learning and internet-based

distance education in these programs are employed as utilized transference of

knowledge and skills across nations These changes have actually led to the

employment of E-learning in education and training at universities in Vietnam and

promote involving researches

Main motivation of this research is finding important factors have direct impact

to perform effective E-learning system at Vietnam universities, where have many

student has demand to study but they did not have time, space and economic to study

direct at university so they would like to study through E-learning system 1.3.Research Purposes and Research Questions

The main purpose of this research is the user’s acceptance of the E-learning

applied in university education programs in Vietnam with four specific objectives

identified as following:

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acceptance of E-learning in university education programs in Vietnam The

two corresponding research questions developed were:

1.1 What are the external factors influencing users’ intention of using E-learning?

1.2 What are the internal factors influencing users’ intention of using E-learning?

 Objective 2: Research how the significant factors influence the user’s

acceptance of E-learning in university education programs in Vietnam The

two corresponding research questions developed were:

2.1 How the external factors influence users’ intention of using E-learning?

2.2 How the internal factors influence users’ intention of using E-learning?

 Objective 3: Research how those students were willing to accept using

E-learning The corresponding research question developed was: 3.1 How is the users’ acceptance of E-learning?

 Objective 4: Finding out if there is significant difference in internal factors

across demographic factors The corresponding research question developed

was:

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1.3 Scope and Limitations

Limitations of this research only focus on technology solutions to build an

E-learning model for university in Vietnam Although research has developed and

proven successful model of research, however, this study focuses on examining the

E-learning acceptance of teachers and students of Phuong Dong University and Ha noi

Open University, MIS2 - Shu-Te, program in the Vietnam National University

involving the learning platform & equipments - video conferencing website,

multimedia accessory & online testing website The research’s output would be

regarded as a useful reference source for further E-learning research to get more

understandings of the acceptance of E-learning of users in Vietnam 1.4 Definitions of Terms

1.4.1 E-learning

There are a variety of definitions of what E-learning, Clark & Mayer, 2007

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electronically in an organizational setting while Online Learning is used to differentiate courses delivered via the internet in educational settings.

1.5.2 User Acceptance

User acceptance is defined as “the demonstrable willingness within a user

group to employ information technology for the tasks it is designed to support” (Morris

& Dillon, 1997) User satisfaction is generally considered to be one of the most

important measures of information systems and the dramatic growth of the Internet has

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CHAPTER 2

LITERATURE REVIEW

This chapter describle some literature of E-learning from authors, situation of

apply E-learning in developing countries, apply E-learning system situation in

Vietnam, Technology Acceptance Model TAM with details in the original model

(TAM), extended model (TAM2), and some potential external factors which might

have significant influence on the intention of the use of E-learning 2.1 What is E-learning?

E-learning changed the way teaching and learning (anytime, anywhere, the speed

and ability to acquire ) text documents, management training, diversification and

easily expand the number of training With E-learning, staff training and participation

changes, appears a new object involved in the process of training such as part design

content, programmers, administrators and transportation System and not only the

Elearning can also change the qualifications and training system of each country to

make the process of integration and training is to internationalize rapidly

Over the last decade, online learning or E-learning has become an important part

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important factor in higher education (Frommann & Phan Tan, 2006) With the

advances in computing and information technology that are changing the shape of

learning The development of information technology has influenced the learning flow

and reduced the life cycle of learning material as well as learning activity itself

(Rosenberg, 2001) Information technology is also dramatically affecting the way

people teach and learn It helps people can meet, talk, and work together outside

traditional meeting and office spaces E-learning is the product of the emerging

technology which turns traditional class course into the online course The concept of

the online course is using virtual environment to replace a part of the physical

classroom (Huei, 2003) E-learning has enabled universities to expand on their

currently geographical reach, to capitalize on new prospective students and to establish

themselves as global educational providers (Gurmak, John & Harvey, 2004)

E-learning is an instructional method of new generation With network connecting

needed, instructors and learners can experience interactive learning on the Internet

Besides a new instruction media, it is not only a novel tool but also a complete new

learning environment It also overcomes the limitation from traditional instructional

environment because learners can learn through network without any restriction of

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traditional instruction, but it still can bring us a new instructing and thinking model,

teaching and learning in E-learning environments has many advantages and benefits

(Lee, 2001; Chuang, 2001)

The developing countries are geographically scattered all over the world Their

culture, politics and economic situation are different from each other; the opportunities

for using ICT in distance education in one country are different from those in another

Diverse culture, educational system, social norms change the perception of education

Therefore the strategies and prospects for E-learning also are different from one

country to another However, the most general obstacles of applying E-learning in

education which the countries are facing are common to all of them (Stepanyan, 2006) 2.2 E-learning in Vietnam

2.2.1 Internet in education

In the country report of Vietnam 2005, Quach stated that Vietnam

geographically spreads out as a long narrow country Furthermore, 80 percent of the

over 86 million populations are living in rural areas That means, approximately, more

than over 60 million people in remote areas meet difficulties in accessing current

education system which mainly locates in urban areas Although the Internet is

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Internet use in the education sector is limited In primary and high schools, usage is

low but all universities have an Internet connection and each has a website Many

professors have private Internet accounts and use email Perhaps 3-4 per cent out of the

total number of 120’000 Internet

accounts in Vietnam are used by the academic sector That would amount to around

5000 users out of a total potential user base of 22 million students

Many of the first users of the Internet came from the education sector For

instance, the Ministry of Science and Technology was one of the first users, with a

dial-up account to Australia before the use of the Internet became “official” in late

1997 The Ministry of Education and Training has a website at www.moet.edu.vn At

the university level, there are an estimated one million university students, all of whom

receive compulsory courses in basic IT use There are some 50000 IT specialists in

universities and training colleges and around 5000 computer graduates each year

However, this is falls substantially short of the requirement for computer literate

employees in the workforce The situation is exacerbated by the brain drain Of the 26

students in the 1991 Hanoi - Amsterdam maths class, at least five currently work

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The Government has embarked on a five-year project to provide a efficient

Internet connection in all schools in VietNam Every student is to be provided with an

e-mail address and web-space to create his own website 2.2.2 E-learning in Vietnam

With the rapid and fundamental changes occurring in the telecommunications

and education sectors, E-learning has a key role to play in coping with this reality One

of the greatest challenges facing us is how we change and prepare ourselves to

introduce E-learning to improve the effectiveness and efficiency of our learning

systems

E-learning will bring a great opportunity to bridge this gap To Vietnam, E-learning has been known as a new method of education and training E-learning introduces a new

method of education and training Moreover, utilizing E-learning, MOET will be able

to capture state of the art technology in education as well as in management of the

system This is in line with MOET national education reform strategy, in its EduNet

project

The lack of Vietnamese language capability software for use in educational

applications, this effectively restricts the likely user population for the Internet to the

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facilities that exist have not been effectively used in general teaching, training and

educational management; the limited access to Internet for education due to high cost

of access; and lack of qualified personnel, including trained teachers Although in the

recent years, ICT has developed rapidly in Vietnam but IT and Internet cannot still be

used widely for distance education and online-teaching because of some difficulties

which will not be overcome easily within 5-10 year to come, they are Information

technology equipment is still rare, the cost for Internet and telephone services is still

high in comparison with the income of average people, English language capability is

not easy even for language capability students (Thai & Thai, 2002) The use of Internet

for distance education in Vietnam is relatively rare due to such constraints as lack of

equipment/ infrastructure, language capability/ culture, Instructional design capacity

(Ramona & Patrict, 2004) In Vietnam, E-learning was a new construct to majority of

population Consequently, not much intention was paid in by communities E-learning

juridical matters were also creating challenge for both users and management Not only

the ineffective ICT infrastructure and IT engineering, but also the negatively

psychological problems actually were relative obstacle to the E-learning development

(Luu, 2005)

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E-learning occurs in a wide range of teaching activities where technology of

one form or another involved Hence, to create an effective open flexible and

distributed learning environment for diverse learners, we must explorer key factors

encompassing various dimensions of E-learing environment (khan 2005) A

synthesis of critical factors in E-learning settings based on series of mentioned

literatures were presented in Table 2.1

Table 2.1 Summary of critical factors in E-learning application

Factors Topics Authors

- Institutional factors - Management factors

- Technological factors - Educational factors - Ethical factors

- Interface design factors - Evaluation factors

E-learning QUICK checklist

Khan (2005)

- Course structure

- E-learning course content - Course maintenance

- Technological factors - Intellectual property

Critical success factors for distance learning

Papp (2000)

- Teacher expertise - Student readiness

- Technology infrastructure

- Provision of content and learning resource

Strategies for Assuring the Quality of Online learning

in Australian Higher Education

Olliver (2001)

- Instructor characteristics - Student characteristics - Technological infrastructure

- Support

Critical success factors for E-learning acceptance: Confirmatory factor models

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Factors Topics Authors - Management support

- Technology support

- Pedagogy (Tutors’ personal attributes, Student factors)

E-learning in New Zealand David et al, (2005)

- Management support - Methodology teaching

- Resource accessibility and availability - Technology support

- Culture of education and learning styles

Challenges of Adaptive E-learning at Higher

Learning Institutions

Ndume, Tilya, & Twaakyon (2006)

- Technology support - Support of tutoring staff

- Attitude and ownership of learners

Critical Success in E-learning: the Human Factors

Mittchel & Honoré (2006) - Technology (Internet access)

- Material and methods on teaching and learning

Factors Influencing Faculty and Students’

Acceptance of E-learning Tools

Elmehdi (2005)

- Technical support

- IT Expertise of teachers and learners

Critical Success Factors and Effective Pedagogy for E-learning in Tertiary

Education New Zealand Council (2004) - Pedagogy - Management

- Resource support

- Ethical (Students’ Language Capability) - Technology (Internet connection)

- Institutional support (administrative, academic, student)

Key Factors for fully online E-learning Mode

Chin & Kon

(2003)

- Language Capability

- Internet access and connect - Formal evaluation training team

- Learning culture - Formal incentives

E-learning for Evaluation Capacity Development

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Factors Topics Authors - ICT infrastructure

- Learning culture - Different Language

- Prepared educators

Challenges and Opportunities for Practicing E-learning Globally Stepanyan (2006)

- Technology supports - Instructor support

- Student previous computer (technology) knowledge

Critical success factors in online education

Thierry & Volery, (2000)

Table 2.1: Critical factors in E-learning application

2.4 User Behavior in Acceptance of Technology

The framework to be used in the study to investigate the research question is constructed from a number of researchers have studied different aspects of the necessary phenomenon of individual reactions to computing (Davis, 1986, 1989, 1993; Davis, Bagozzi & Warshaw, 1989; Vankatesh, 1999; Venkatesh & Morris, 2002) The technology acceptance model (TAM) was first introduced by Davis (1986), based on the Theory of Reasoned Action (TRA) in psychology research The TRA is a well-developed and tested behavioral prediction model that has been used successfully since the mid 1970s to predict consumer behavior (Ahmad, 2005) Figure 2-1 presents the TRA

Beliefs and Evaluation

Normative Beliefs and Motivation to

Comply

Attitude toward Act or Behavior

Subjective Norm

Behavioral Intention

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Figure 2-1 Theory of Reasoned Action of Fishbein & Ajzen (1975) (Source: Maslin, 2007; Davis, 1986, 1989, 1993; Ahmad, 2005)

The TRA suggests that in order to understand attitudes and their relation to intentions, it is important to understand users’ subject norms, i.e the reference group influences on user decision making, regarding a particular action (Ahmad, 2005) The TRA identifies the factors that underlie users’ intentions to perform a specific behavior; the theory is helpful in predicting user behavior and understanding attitudes (Ahmad, 2005) After analyzing and discussing, Davis (1986) stated that a broader advantage of Fish model is that it is capable of integrating numerous theoretical perspectives from psychology which have previously been employed in Management Information System (MIS) acceptance research and he used TRA as the basic model to develop and test a theoretical model of the affect of system characteristics on user acceptance of computer-based information system Davis (1986) asserted that the Fishbein model appears well-suited to the present research objectives, it provides a well-founded theory of the motivational linkages external factors

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persuasive communication are not explicitly represented in the model (David, 1986) Meanwhile, TAM proposes that attitude toward using, in turn, is a function of two major beliefs: Perceived Usefulness and Perceived ease of use And Perceives ease of use has a causal effect on perceived usefulness Figure 2-2 depicts TAM

Figure 2-2 Technology Acceptance Model (Source: Davis, 1986)

Design feature are the category of external variables within the TRA model,

they are not theorized to affect directly attitude or behavior, instead affecting these

variables only indirectly through perceived usefulness and perceived ease of use

(Davis, 1986) Davis (1986) added external variables in TAM basing on the Theory of

Reasoned Action (TRA), and these external variables were limited within TRA The

aim of TAM is to provide an explanation of the determinants of technology X1

X2

X3

Perceived Usefulness

Perceived Ease of Use

Attitude Toward Using

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acceptance; TAM was formulated in an attempt to achieve these aims by identifying a

small number of fundamental variables suggested by previous research dealing with

the cognitive and affective determinants of computer acceptance (Davis et al., 1989)

TAM starts by proposing external variables as the basis for tracing the impact of

external factors on two main internal beliefs, which are perceived usefulness and

perceived ease of use, while perceived ease of use also affects perceived usefulness

over and above external variables (Taylor & Todd, 1995) Ideally one would like a

model that is helpful not only for prediction but also for explain, Davis et al (1989)

proposed an new modified TAM, the Extended (TAM2), as illustrated in Figure 2-3

Figure 2-3: Extended - Technology Acceptance Model (TAM2) (Source: Davis et al., 1989)

The original TAM has since been extended and is recognized today as TAM2 Attitude

Toward Using External

Variables

Behavioral Intention of Use

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Davis (1993) suggests that added external variables be utilized in the future research

using TAM According to Ahmad (2005), attitudes are included four components in

TAM model:

- External Stimulus: Social and Cultural influence on the users, and the

elements of influence of quality in Technology usability

- Cognition: Cognition influences beliefs, expectances, causes and effect

beliefs The cognitive capacity has a great impact on the users’ decision

- Affective: The affective component refers to feeling, such as fear, liking, or

anger

- Behavior intention: Goals, aspirations and expected responses to the attitude

object

TAM is an intention-based model developed specifically for explaining and/or

predicting user acceptance of computer technology (Hu, Chau & Sheng, 1999) TAM2

(Figure 2-3) has been applied to investigate end-user acceptance of adopting a variety

of information technology systems The goal of the model is to provide an explanation

of the determinants of computer acceptance by tracing the impact of external factors on

internal beliefs, attitudes and intentions (Sandberg & Vinberg, 2000) It has been used

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decisions sciences, management sciences, information technology and management

information systems (Halawi, & McCarthy, 2007) TAM2 has discovered strong

relationships between individual differences and Information Technology acceptance

(Agarwal & Prasad, 1999; Venkatesh, 1999) Venkatesh & Davis (1996) introduce a

TAM2, with the addition of social influences and cognitive processes as other factors

that help explain technology adoption TAM2 has been applied to investigate end-user

acceptance of adopting a variety of information technology systems (Halawi, &

McCarthy, 2007) In addition, in the field of information technology (IT), TAM2 is

the model used popularly (Ramayah, 2007; Halawi & McCarthy, 2007; Halawi &

McCarthy, 2008; Ngai, Poon & Chan, 2007)

2.5 Technology Acceptance Model (TAM) and application of TAM in student environment

The TAM is nowadays a widely accepted IT acceptance model The TAM

model can be and has been used to test user acceptance of a wide variety of

technologies (Lee et al., 2003) TAM is for user acceptance of technology (Ngai, Poon

& Chan, 2007)

Summary of such studied are shown in Table 2-2 The table shows that TAM has been

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context This argument is even consolidated by Ahmad (2005) as indicated that TAM

is one of the most cited models in studying user acceptance and use of technology

Such that, the use of TAM model in this research seems to be adequate

Table 2.2 Overview of TAM model research applied in student context

Author Related study context in

Information Technology Sample

Davis (1989) Text-editor 107 full time MBA students

Davis et al (1993) Writeone, chartmaster 240 MBA students Taylor & Todd

(1995)

University computing, resource center

786 students

Szajna (1996) Electronic mail 61 graduate students

Bajaj & Nidumolu (1998)

Debugging tool 25 students

Brown (2002) Web-based learning 78 students

Chang (2004) Intranet/ Portal usage 370 students (BSBA, MBA, EMBA, One MBA, PhD,

Master of Accounting) Liu et al (2005) Wisdom Master LMS platform 102 students

Masrom (2007) Intranet network 198 students

Raafat et al (2007) Multimedia learning system (MMLSs)

362 students

Mike et al (2007) OLAP Software 53 students

2.6 Literature of factors in research model

The study used the extended-TAM (presented in Figure 2-3) that has been

studied and accepted as a powerful model in the studying of information technology

usage

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The TAM predicts that external variables will influence technology adoption

indirectly through perceived ease of use and perceived usefulness (Szajna, 1996)

Many preliminary studies have examined the consequences of the influences of

external factors on perceived usefulness and perceived ease of use such as E-banking

(Truong, 2008), E-learning adoption (Nelson, 2004), Intranet usage (Chang, 2004),

perception of OLAP software (Mike et al, 2007), and E-learning (Nedelko, 2008) So,

this review has led to the first research question:

Q1.1: What are external factors influencing users’ intention of using E-learning?

Some literature reviews were referred which are: learners’ success in E-learning process

depends on multiple interdependent factors (e.g technology, course materials, and Learners’ personal

characteristics) (Nedelko, 2008) Truong (2008) emphasized the critical necessary of research on

individual/user characteristics in not uniformed context of education and training in Vietnam,

especially in IT field Robert (2007) regarded technological characteristics such as

accessing to infrastructure and ICT equipment, low network connectivity speeds as one

of the challenges facing educational ICT development in the developing countries

Therefore, in studying of E-learning acceptance, this research focuses on individual

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summarizes several related researches on the external variables which could produce

the answers for the above proposed research question and would be further tested for

their appropriateness in this research

Table 2.3 Definition of External Variables

Variables Definition Source

Individual/ user

characteristi cs

Computer Anxiety: measuring the tendency of individuals to be uneasy, apprehensive or fearful

about current or future use of computer when facing with the possibility of using computers

Truong (2008); (Taylor & Todd, 1995); Brown (2002); (Igbaria, 1990); (Simonson et al., 1987);

Ifinedo, 2006 Technologic

al

characteristi cs

Accessing ICT infrastructure and equipment, and internet connectivity speeds

Robert (2007), Mukkavilli (2005)

Socio-cultural factors

About learner, teacher, learning environment, didactical method, content, technology, educational system, society and language capability

Kathrin (2007), Mukkavilli (2005)

According to TAM model (Davis, 1989), there are two particular beliefs, Perceived Ease of Use and Perceived Usefulness, which are of primary relevance for technology acceptance behavior And the external variables have shown to have an influence on Perceived Ease of Use and Perceived Usefulness These led to the following research question of this study:

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User characteristics are one set of external variables expected to have influence

on E-learning use, because they are individual characteristics Selim (2007) concluded

that students’ background knowledge of computing is the most significant factor to

assess the E-learning acceptance Shih (2004) summarized from other research that

learner self-belief in applying computer to learning process; students with good IT

knowledge can improve their ability in learning with computer According to Brown

(2002), the two most important factors for measuring individual characteristic in

researches on technology acceptance is Computer Anxiety

Computer Anxiety

Computer Anxiety describes “the tendency of individuals to be uneasy,

apprehensive or fearful about current or future use of computer” (Igbaria, 1990)

Computer Anxiety has received considerable attention in the psychologically-based

literature and is defined as generalized emotional distress or the tendency of an

individual to be uneasy, apprehensive and/or phobic towards current or future use of

computers (Igbaria & Iivari, 1995) Computer Anxiety is posited as another individual

characteristic that will impact on user perceptions of perceived ease of use, especially

during the early period of adoption (Venkatesh, 2000) Brown (2002) indicated

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impact on students accepting new technology Igbaria (1990) showed that there is a

relationship between Computer Anxiety and Perceived Usefulness

There were many studies which have found that for computer anxious

individuals, increased experience tends to exacerbate rather than ‘cure’ the problem,

with additional computer experiences strengthening negative affective reactions and

promoting further computer avoidance (Renata Phelps & Allan Ellis, n.d) Davis et al.,

1989 found out that user characteristics have positive effect on behavioral intention of

using technology In this paper a particular focus is placed on the role of an

individual’s expectations of success and the influences of these expectations on their

approach to computer use in E-learning process The following hypotheses are

proposed:

H1: Individual Characteristics will have a positive effect on Perceived

Usefulness of E-learning

H1a: Computer Anxiety will have a positive effect on Perceived Usefulness ofE-learning.

H2: Individual Characteristics will have a positive effect on Perceived Ease

of Use of E-learning.

H2a: Computer Anxiety will have a positive effect on Perceived Ease of Use ofE-learning.

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With uniformed context of ICT system in Vietnam, TAM offers the

technology factors with one component: Internet connect quality.Online learning uses

the Internet and other information technologies to create educational experiences for

students One of the reasons for the popularity of teaching online in university

education is the advantage it affords for learning anywhere, at any place and at any

time students may desire (Horton, 2001) Therefore, technology characteristics are

expected to have positive effect on perceived usefulness and perceived ease of use H3: Technology Characteristics will have a positive effect on Perceived

Usefulness of E-learning.

H3a: Internet Connect Quality will have a positive effect on Perceived Usefulness of E-learning.

H4: Technology Characteristics will have a positive effect on Perceived

Ease of Use of E-learning

H4a: Internet Connect Quality will have a positive effect on Perceived Ease of Use of E-learning.

Socio - Cultural factors

E-learning provides a number of opportunities for learning through access to

well-designed information, but these opportunities might to be challenges for students

who are used to traditional instruction and classroom environments (Stepanyan, 2006)

The report of Kathrin (2007) has provided a synthesis of parameters for the evaluation

of E-learning which have been subordinates the socio-cultural factors including “the

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the technology and the educational system and society” and stressed the importance of

socio-cultural factors for E-learning development. Didactical Methods

The efficiency of learning is not automatically improved by the use of

computer and internet However, the development and use of methodological and

Didactical Methods E-learning concepts in existing learning environments can

certainly lead to the expected progress Didactical Methods play an important role in

E-learning courses because its specificity makes the development of content of lectures

supporting the distance teaching-learning processes articulately (D’Angelo, 2007).

Students could not ask questions when they had problems during lectures,

because the communication was only one-way Painho, Peixoto, & Cabral, (2002)

suggested that teachers need to have the right motivation, knowledge and skill for

on-line teaching because there is interaction between students and teachers Motivation

sources for students are reduced so teachers play a very important role for E-learning

effectiveness Teachers will need to produce consistent and efficient learning materials

in live sessions E-learning has been known as a new teaching method in Vietnam Just

(37)

2005) Most of students are familiar with traditional teaching method Therefore, this

will affect the effectiveness of E-learning application

H5: Socio-Cultural factors will have a positive effect on Perceived

H5a: Didactical Methods will have a positive effect on Perceived Usefulness of E-learning.

H6: Socio-Cultural factors will have a positive effect on Perceived Ease of

Use of E-learning

H6a: Didactical Methods will have a positive effect on Perceived Ease of Use of E-learning.

2.6.2Internal Variables

The TAM is one of the most cited models in studying user acceptance and use

of technology (Ahmad, 2005) According to TAM, perceived usefulness and perceived

ease of use are main motivation factors for accepting and using new technologies

Other factors which is identified as a cause of adopted intention of new technology

(Tay & Todd, 1995) The internal variables in TAM model are defined in table 2-4

which responds to the following research question:

Q 2.1: What are internal factors influencing users’ intention of using E-learning?

Table 2.4 Definition of Internal Variables

Variables Definition Source

Measuring the degree to which usersbelieves that using a system would improve their performance

and effectiveness

Davis (1989, 1993); David et al (1989)

(38)

of Use using E-learning systems would be free and effort Adams et al (1992) Attitude Toward

Using

Measuring the tendency to act in a positive or negative way toward using E-learning system

Ndubisi (2004); Tay & Todd (1995) Behavioral

Intention of Use

Measuring user’s willingness of unemployed laborers to adopt E-learning

David et al., (1989)

To answer the research question Q 2.2, five hypotheses (from H7 to H10) concerning the

effects of the internal variables of TAM model were developed below:

Q 2.2: How internal factors influence users’ intention of using

E-learning?

Perceived Ease of Use

Perceived ease of use explains the user's perception of the amount of effort

required to utilize the system or the extent to which a user believes that using a

particular technology will be effortless (Davis et al., 1989) According Davis et al,

1989; Venkatesh & Davis, 1996; Ahmad, 2005; Truong, 2007, Perceived Ease of Use

and Perceived Usefulness has been shown to influence attitude toward using through

causal ways and has a direct effect on Attitude Toward Using Thus, hypotheses H7

and H8 are proposed as follows to test in this case study:

H7: Perceived Ease of Use will have a positive effect on Perceived

H8: Perceived Ease of Use will have a positive effect on Attitude Toward

(39)

Perceived Usefulness

Perceived usefulness explains the user's perception to the extent that the

technology will improve the user's workplace performance (Davis et al 1989)

Following Hung-Pin Shih (2004) several studies showed that perceived usefulness has

the greatest impact on the individual behavior intention to use This research indicates

that perceived usefulness is a major determinant and predictor of behavioral intentions

to use the E-learning Therefore hypotheses H9 and H10 are proposed as following:

H9: Perceived Usefulness will have a positive effect on Attitude Toward

Use of E-learning/Actual use

H10: Perceived Usefulness will have a positive effect on Behavioral Intention

(40)

CHAPTER 3

RESEARCH METHODOLOGY

In this chapter, the research methodology is presented In it, the research method

is discuss, followed by the research type The research questions and hypotheses

proposed in Chapter II were specified in this chapter They will be studied with the

research methods presented after The research procedure was presented at the end of

this section The target population and sample will be defined and explained

Thereafter the technique of data collection is presented as well as the credibility of the

study 3.1

Research Framework

The research framework, displayed in Figure 3-1 based on the TAM2, shows

external variables having influences on both Perceived Usefulness and Perceived Ease

of Use, and this belief then influencing Attitude toward Using of a technology, which

subsequently determines usage (Davis, 1989) Based on the above discussions, a TAM

model for e-leaning intention of use of an university education program in Vietnam

(41)

considering external variables was developed and is shown in Figure 3-1

Figure 3-1 Research Framework: TAM Extended of an university education program 3.2

Research Questions and Associated Hypotheses

This section restates the research questions and hypothesis formulated in the

previous chapter There are research questions accompanied under the following

categories of questions:

1 What are the factors influencing users’ intention of using E-learning? (Q1.1,

Q1.2)

2 How the factors influence users’ intention of using E-learning? (Q2.1, Q2.2) Didactical methods Computer anxiety Internet connect quality Perceived usefulness Perceived Ease of use

Behavioral Intention of use/

(42)

3 What are the results of users’ intention of using E-learning and their difference

across demographic factors? (Q 3.1, Q 3.2)

They are summarized as follows:

Q 1.1 What are the external factors influencing users’ intention of using

E-learning Q 1.2 What are the internal factors influencing users’ intention of using

E-learning?

Q 2.1 How the external factors influence users’ intention of using E-learning? Q 2.2 How the internal factors influence users’ intention of using E-learning? To answer theses question, the corresponding hypotheses developed as follows:

H1 Individual Characteristics will have a positive effect on Perceived

H1a Computer Anxiety will have a positive effect on Perceived Usefulness of E-learning

H2 Individual Characteristics will have a positive effect on Perceived Ease

of Use of E-learning

H2a Computer Anxiety will have a positive effect on Perceived Ease of Use of E-learning.

H3 Technology Characteristics will have a positive effect on Perceived

H3a Internet Connect Quality will have a positive effect on Perceived Usefulness of E-learning.

(43)

H4a Internet Connect Quality will have a positive effect on Perceived Ease of Use of E-learning.

H5 Socio-cultural factors will have a positive effect on Perceived

H5a Didactical Methods will have a positive effect on Perceived Usefulness of E-learning.

Ease of Use of E-learning

H6a Didactical Methods will have a positive effect on Perceived Ease of Use of E-learning.

H7 Perceived Ease of Use will have a positive effect on Perceived of

H8 Perceived Ease of Use will have a positive effect on Attitude toward

Use of E-learning

H9 Perceived Usefulness will have a positive effect on Attitude toward Use

of E-learning

H10 Perceived Usefulness will have a positive effect on Behavioral Intention

of Use of E-learning

H11 Attitude toward Use will have a positive effect on Behavioral Intention

of Using of E-learning

Q 3.1 How is the users’ acceptance of E-learning?

To answer this question, the corresponding hypothesis developed as follows: H12 The users have positive behavior intention of using E-learning

Q 4.1 Is there any significant difference in internal factors across demographic factors?

(44)

H13 There are significant differences on Perceived Usefulness of E-learning

across demographic factors

H14 There are significant differences on Perceived Ease of Use of E-learning

H15 There are significant differences on Attitude toward Use of E-learning

H16 There are significant differences on Behavioral Intention of Use of

E-learning/Actual use across demographic factors 3.3 Subjects and Sampling

The research method employed to test the above hypotheses was to undertake a

survey of 152: 25 students in MIS2 in Vietnam to examine the user’s acceptance of

E-learning application A survey conducted on 67 students and 60 leatures in Phuong

Dong University, Ha noi Open University which applied E-learning in education

program

3.4 Instrument Design

Many previous researches used the Extended-TAM model to study on the

acceptance of new technology and their questionnaire were developed with 5-Likert

scale such as Truong (2008); Halawi & McCarthy (2007); Pikkarainen., et al., (2004);

Ahmad (2005) Based on the literature review, the alternative answering area is

constructed, concerning the answer of agreement levels, with the interval rating scale

of 5-point Likert-type scale (“1”= Strongly disagree; “2”= Disagree; “3”= Neutral;

(45)

3.4.1 The Questionnaire Construct

There were 33 items developed in the questionnaire which is presented in

Appendix A The sub-heading variable names in Part II of Appendix A would not be

shown in a formal questionnaire They were there for experts’ review for construct

validity purpose The questionnaire outline concludes: (1) Cover letter: included the

purpose and description of the study There was also a contacting number for

communicating participants of the study; (2) Demographic data: square boxes for

ticking that corresponds to responses about demographic questions with detailed

instructions given the use of the survey questionnaire and gave them the

research-focused definition of E-learning in the study; (3) Investigative data: the part from

section to section 10; (4) Suggestions: a vary of comments and suggestion

concerning using of E-learning in Vietnam from users’ views Table 3.1 shows the

(46)

Table 3.1 The questionnaire constructs

Factors Resource Items

Computer Anxiety

Brown (2002); Ifinedo (2006)

- Working with a computer makes nervous - Computers make feel uncomfortable

- Computers make feel uneasy - Computer scare

Internet Connect Quality

Ahmad (2005) - Internet helps interact with instructor and classmates easily

- Internet enables to accomplish tasks and tests more quickly

- Internet connection is fast

- Overall, Using internet to learn E-learning is efficient

Didactical Methods

Kerres & Witt (2003); Hens, Lukas & Bettina (n.d); Pain, Peixo &

Cabral (2002)

- Availability of learning materials

- Convenience of interpersonal exchange between learners or learners and teachers

- Facilitates and guides individual as well as co-operation learning activities

- Combination of active applications is embedded in a blend whose elements: lecture, practice, and assessment

Perceived Ease of Use Masrom (2007); Thomas (2006); Liu et al., (2005)

- E-learning easy to use

- Learning to use E-learning would be easy - Interaction with E-learning was clear and

understandable

- It would be easy to find information at E-learning

Perceived Usefulness Masrom (2007); Thomas (2006);

Liu et al., (2005)

- Using E-learning would enhance effectiveness in learning

- Using E-learning would improve courses performance - Using E-learning would increase productivity in course

work

- E-learning is regarded useful

Attitude Toward Use

Masrom (2007); Liu et al.,

- Unfavorable idea of using E-learning

(47)

Factors Resource Items

(2005) - Use E-learning would be useful for working - Using E-learning is foolish idea

Behavioral Intention

of

Use/Actual use

Masrom (2007); Liu et al., (2005)

- Ready to use E-learning during the course - Intention to use E-learning more often

(48)

3.4.2 The Reliability

To examine the reliability of the questionnaire, it would be considered reliable

if the questions were answered by respondents consistently Due to the small number

of testing participants, Cronbach’s Alpha coefficients were calculated after the full

scale data were collected from the research subjects instead of the three ones A value

of Cronbach’s Alpha which is greater than 0.7 was commonly considered as

“acceptable” in most social science application although lower coefficients (i.e greater

than 0.6) may be acceptable, depending on research objectives needed (Hair, Babin,

Money & Samouel, 2003)

This analysis focused only on items constructed the three given external

variables: Computer Anxiety, Internet quality, Didactical Methods The items

constructed other three internal variables: Perceived Usefulness, Perceived Ease of Use

and Attitude Toward Use and the criterion variable Behavior Intention of Use was not

the subject of this analysis because their validity has been confirmed in many previous

researches

The Alpha coefficients (shown in Table 3.3) of the principal components were

(49)

Table 3.3 Reliabilityof the Developed Questionnaire

Factors Items Cronbach 

CA 4 0.639

CA1 0.466

CA2 0.625

CA3 0.574

CA4 0.603

ICQ 5 0.887

ICQ1 0.882

ICQ2 0.822

ICQ3 0.830

ICQ4 0.828

ICQ5 0.892

DM 5 0.866

DM1 0.869

DM2 0.815

DM3 0.824

DM4 0.865

DM5 0.817

PU 3 0.867

PU1 0.810

PU2 0.708

PU3 0.900

PE 4 0.940

PE1 0.919

PE2 0.923

PE3 0.938

PE4 0.905

AT 3 0.906

AT1 0.791

AT2 0.854

AT3 0.941

(50)

BI1 0.770

BI2 0.704

(51)

Table 3.4 Validity test

Items Initial Extractio

n Items Initial

Extracti on

CA1 1.000 788 PU1 1.000 945

CA2 1.000 834 PU2 1.000 792

CA3 1.000 912 PU3 1.000 863

CA4 1.000 893 PE1 1.000 959

ICQ1 1.000 610 PE2 1.000 886

ICQ2 1.000 932 PE3 1.000 806

ICQ3 1.000 918 PE4 1.000 920

ICQ4 1.000 782 AT1 1.000 949

ICQ5 1.000 871 AT2 1.000 919

DM1 1.000 918 AT3 1.000 930

DM2 1.000 789 BI1 1.000 958

DM3 1.000 910 BI2 1.000 889

DM4 1.000 893 BI3 1.000 930

DM5 1.000 800

3.5 Data Collection

The responded questionnaires were received from all members of the MIS2

class, leatures and students in Phuong Dong Universty and Ha noi Open University

with anonymity, selected via e-mail within one month; all of the participants’ questions

relating to the questionnaire which were clarify via e-mail address Each participant

was asked to fill out a questionnaire indicating his or her agreement or disagreement

(52)

“3”= Neutral; “4”= Agree; “5” = Strongly agree)

Table 3.5 Response rate in Questionnaire Survey

Class Sample size Response rate Valid response

rate in total

MIS2 25 25 (100%) 24%

Phuong Dong Uni 80 72 (90%) 35%

Hanoi Open Uni 70 55 (79%) 33%

Total 175 152 92%

3.6 Data Analysis

The statistical analysis began at first with descriptive analysis that described

some demographic characteristics of the research subjects To examine reliability and

validity of investigative questions, Cronbach’s Alpha coefficients were calculated and

Factor Analysis was conducted, respectively The higher Cronbach’s Alpha

coefficients were (i.e., α > 0.7), the high reliable the variables were The direct and

indirect relations between independent and dependent variables were examined by

running Multiple Regression for all variables at first and then by analyzing Path

Analysis on variables which had significant effects on Behavior Intention of Use only,

relied upon the developed research questions to test the associated hypotheses

Conducting Path analysis to get further understanding the indirect and direct effects

those variables caused on Behavior Intention of Use

Being designed as One-shot case study (Bounds, Cormier and Huck, 1974) in

(53)

only measured one time after the treatment (i.e independent variables) concerning

E-learning was done, the comparison between the actually gathered measurement of the

variable and its correspondingly expected value to the research subjects Thus,

One-sample t test was conducted with expected mean values (i.e., test values) were

assigned, in turn, as equal as 1, 2, 3, and in comparison with the real mean value of

Behavioral Intention of Use In particular, “1” refers to “Strongly Unaccepted”, “2”

refers to “Unaccepted”, “3” refers to “Neutral”, “4” refers to “Accepted”, and “5”

refers to “Strongly Accepted”

Statistically significant mean difference across multiple levels of every

demographic factor on Behavioral Intention of Use and other internal factors were

examined by adopting the Analysis of Variance (One-way ANOVA) for every

demographic factor against with Behavioral Intention of Use and the internal factors of

Perceived Usefulness, Perceived Ease of Use and Attitude toward Use. The

assumption of equal variances was tested by conducting Levene’s test If the null

hypothesis of equal variances was failed to reject, the regular ANOVA procedure

(54)

3.7 Research Procedure

Research objective

Literature review

Design framework & hypotheses

Designing Questionnaires

Data collection and analysis

(55)

(56)

CHAPTER 4

DATA ANALYSIS

This chapter includes all data tables containing analysis results of the study

using SPSS statistical software for analysis Research results include: the statistical

data to factor analysis, variables analysis, relationship between factors in research

model and conclusions for each research part results 4.1 Descriptive Analysis

The survey of research was conducted on the group objects are: students in

MIS2 in Vietnam to examine the user’s acceptance of E-learning application; students

and leatures in Phuong Dong University and Ha noi Open University which applied

E-learning in education program The survey information includes: Gender, Age,

Experience in using internet, E-learning experience

The specific parameters are shown in the following table:

Table 4.1 shows the summary of demographic statistics of the research

(57)

Table 4.1 Characteristics of Sample Demographics T a b l e i n d i

cates a majority of research respondents were female (63.8% versus 36.2%); Over half

of the respondents ages ranged under 30 (40.8%); among of them, 27.6% were

working as teachers and 28.3% were working in business; 24.3% students were

Measure Item Frequency Percentage

Nationality Vietnam 152 100

Gender Male 55 36.2

Female 97 63.8

Age

Under 30 62 40.8

From 30 to 39 38 25.0

From 40 to 50 28 18.4

Over 50 24 15.8

Profession

Teacher 42 27.6

Business 43 28.3

Government officer 37 24.3

Other 30 19.7

Employment

Staff 66 43.4

Manager 32 21.1

Employer 41 27.0

Other 13 8.6

Under gradute major

Business 37 24.3

Computer/ICT 70 46.1

Engineering 36 23.7

Other 5.9

How long have you been using the internet

From to years 29 19.1

From to years 39 25.7

More than years 84 55.3

Had you ever

approached E-learning before you started the current graduate study

Never 17 11.2

Few times 52 34.2

Often 55 36.2

(58)

holding position as government officers at work The percentage of staffs/employees is

43.4% while 21.1% were working as managers; The other position took 8.6%; a

significant number of 55.3% mentions the high level of internet experience of students

This is likely becoming one of the positive factors affect the acceptance of E-learning

by users; 19.1% students have at least year in experiencing internet before entering

the program; about E-learning experience, a moderate number of 36.2% of the students

approached E-learning before the treatment However, up to 11.2% of the students

never had opportunities approaching E-learning in the past 4.2 T-Test and ANOVA analysis

4.2.1 T-Test

T-test is used to analyze whether different segment of the samples will have

(59)

Table 4.2 T-Test Factors/Item s Your gender Numbe r Mean Std. Deviatio n t-value p-value Computer Anxiety

Male 55 1.7500 57333 1.396 151

Female 97 1.6211 53170 1.367

Internet connect quality

Male 55 3.8473 64056 1.280 527

Female 97 3.6722 89171 1.399

Didactical method

Male 55 3.8182 46710 2.576 033

Female 97 3.5134 80307 2.958

Male 55 3.8788 48586 2.241 166

Female 97 3.6014 84113 2.577

Male 55 3.6045 54154 -.646 065

Female 97 3.6907 90122 -.736

Attitude toward Using

Male 55 3.7758 61549 -.311 108

Female 97 3.8213 98138 -.351

Behavioral Intention to

Use

Male 55 3.6970 46822 1.333 002

Female 97 3.5017 1.02641 1.602

4.2.1 ANOVA Test

This method is used to examine and analysis different components will be

implemented through variables There, I used this method to examine the experience

(60)

Table 4.3 ANOVA Test

Factors/Items F p- value

Computer Anxiety 54.269 0.000

Internet connect quality 11.055 0.000

Didactical method 4.875 0.009

Perceived Usefulness 8.548 0.000

Perceived Ease of Use 11.846 0.000

Attitude toward Using E-learning 6.477 0.002 Behavioral Intention to Use 2.438 0.091

From the result shown above, at significant level of 0.05, we can see that when

samples show differences in frequency of examine the experience shopping online of respondants, then they tend to have different reaction to the variables, including: Computer Anxiety, Internet connect quality, Didactical method, Perceived Usefulness,

Perceived Ease of Use, Attitude toward Using e-commerce, Behavioral Intention to

Use

4.3 Correlation analysis

To test correlation between age, with experience shopping online of

(61)

Table 4.4 Correlation between age with experience use E-learning

Your age

Had you ever approached E-learning before you

started the current graduate study

Your age Pearson

Correlation

1 265**

Sig (2-tailed) 001

N 152 152

Had you ever

approached E-learning before you started the current graduate study

Pearson Correlation

.265** 1

Sig (2-tailed) 001

N 152 152

** Correlation is significant at the 0.01 level (2-tailed)

4.4 Linear regression analysis

In this study, linear regression was adopted to examine the relationships between

independent variables and dependent variables to test our research hypotheses 4.4.1. Linear Regression Analysis for testing hypothesis H1

To test Computer Anxiety will have a positive effect on Perceived Usefulness

of E-learning, we use hypotheses H1 is one of research objectives

H1: Computer Anxiety will have a positive effect on Perceived Usefulness of

(62)

Table 4.5 Linear Regression Analysis for Testing H1

Construct Standardized coefficients



t value R2 Adjust

R2

F value

p

CA positive affect to PU

0.247 3.118 0.061 0.055 9.720 0.002

Dependent Variable: Perceived usefulness; ***p<0.001, **p<0.01, *p<0.05

The final model shown in the Table 4.5 had a fit (F=9.720, p=0.002) and at

significant level 0.05, hypothesis H1 is proven that Computer Anxiety will not have a

positive effect on Perceived Usefulness of E-learning

4.4.2 Linear Regression Analysis for testing hypothesis H2

To test Computer Anxiety will have a positive effect on Perceived Ease of Use of E-learning., we use hypotheses H2 is one of research objectives

H2: Computer Anxiety will have a positive effect on Perceived Ease of Use of

E-learning

Construct Standardized coefficients 

t value R2 Adjust

R2

F value p

CA positive affect to PE

0.141 1.749 0.020 0.013 3.058 0.082

(63)

The final model shown in the Table 4.6 had a fit (F=3.058, p=0.082) and at

significant level 0.05, hypothesis H2 is proven that Computer Anxiety will not have a

positive effect on Perceived Ease of Use of E-learning

To test Internet Connect Quality will have a positive effect on Perceived

Usefulness of E-learning, we use hypotheses H3 is one of research objectives

H3: Internet Connect Quality will have a positive effect on Perceived Usefulness of

E-learning

t – value

R2 Adjust

R2

F value p

ICQ positive affect to PU

0.898 24.988 0.806 0.805 624.39

1

0.00

Dependent Variable: Perceived usefulness; ***p<0.001, **p<0.01, *p<0.05

The final model shown in the Table 4.7 had a good fit (F=624.391, p=0.000)

and at significant level 0.05, hypothesis H3 is proven true that Internet Connect

Quality will have a positive effect on Perceived Usefulness of E-learning We can see

in the table adjusted R2 value is 0.805, meaning that the explanation ability is good for

(64)

To test Internet Connect Quality will have a positive effect on Perceived Ease

of Use of E-learning, we use hypotheses H4 is one of research objectives

H4: Internet Connect Quality will have a positive effect on Perceived Ease of Use of

E-learning

Table 4.8 Linear Regression Analysis for Testing H4



t value R2 Adjust

R2

F value p

ICQ positive affect to PE

0.835 18.550 0.696 0.694 344.08

7

0.000

Dependent Variable: Perceived ease of use; ***p<0.001, **p<0.01, *p<0.05

and at significant level 0.05, hypothesis H4 is proven true that Internet Connect Quality

will have a positive effect on Perceived Ease of Use of E-learning We can see in the

table adjusted R2 value is 0.694, meaning that the explanation ability is good for our

dependent variable, Perceived ease of use

To test Didactical Methods will have a positive effect on Perceived Usefulness of E-learning , we use hypothesis H5 is one of the research objectives.

(65)

E-learning

Table 4.9 Linear Regression Analysis for Testing H5

t value

R2 Adjust R2 F value p

DM positive affect to PU

0.865 21.10

0

0.7 48

0.746 445.230 0.000

Dependent Variable: Perceived usefulness; ***p<0.001, **p<0.01, *p<0.05

and at significant level 0.05, hypothesis H5 is proven true that Didactical Methods will

have a positive effect on Perceived Usefulness of E-learning We can see in the table

adjusted R2 value is 0.746, meaning that the explanation ability is good for our

dependent variable, Perceived usefulness

To test Didactical Methods will have a positive effect on Perceived Ease of Use

of E-learning, we use hypothesis H6 is one of the research objectives

H6: Didactical Methods will have a positive effect on Perceived Ease of Use of

E-learning

(66)

coefficients  R2

DM positive affect to PE

0.839 18.877 0.70

4

0.702 356.33

0.000

Dependent Variable: Perceived ease of use; ***p<0.001, **p<0.01, *p<0.05

and at significant level 0.05, hypothesis H6 is proven true that Didactical Methods will

have a positive effect on Perceived Ease of Use of E-learning We can see in the table

adjusted R2 value is 0.702, meaning that the explanation ability is good for our

dependent variable, Perceived ease of use

To test Perceived Ease of Use will have a positive effect on Perceived of

Usefulness of E-learning, we use hypothesis H7 is one of the research objectives

H7: Perceived Ease of Use will have a positive effect on Perceived of Usefulness of

E-learning

T value

R2 Adjust

R2

(67)



PE positive affect to PU

0.882 22.9

78

0.7 79

0.777 527.986 0.000

Dependent Variable: Perceived Usefulness; ***p<0.001, **p<0.01, *p<0.05

and at significant level 0.05, hypothesis H7 is proven true that Perceived Ease of Use

will have a positive effect on Perceived of Usefulness of E-learning We can see in the

dependent variable, Perceived Usefulness

To test Perceived Ease of Use will have a positive effect on Attitude toward

Use of E-learning., we use hypothesis H8 is one of the research objectives

H8: Perceived Ease of Use will have a positive effect on Attitude toward Use of

(68)

Table 4.12 Linear Regression Analysis for Testing H8

Construct

Standardize d coefficients



t

value R

2 Adjust

R2

F value

p

PE positive affect to AT

0.941 33.96

6

0.88

0.884 1153.708 0.000

Dependent Variable: Attitude toward Use; ***p<0.001, **p<0.01, *p<0.05

and at significant level 0.05, hypothesis H8 is proven true that Perceived Ease of Use

will have a positive effect on Attitude toward Use of E-learning We can see in the

table adjusted R2 value is 0.884, meaning that the explanation ability is very good for

our dependent variable, Attitude toward Use

To testPerceived Usefulness will have a positive effect on Attitude toward Use

of E-learning, we use hypothesis H9 is one of the research objectives

H9: Perceived Usefulness will have a positive effect on Attitude toward Use of

(69)

Construct

Standardized coefficients



t valu

e

R2 Adjus

t R2 F value

p

PU positive affect to AT

0.875 22.1

44

0.76

0.764 490.34

0.000

Dependent Variable: Attitude toward Use; ***p<0.001, **p<0.01, *p<0.05

and at significant level 0.05, hypothesis H9 is proven true that Perceived Usefulness

will have a positive effect on Attitude toward Use of E-learning We can see in the

dependent variable, Attitude toward Use

To test Attitude toward Use will have a positive effect on Behavioral Intention

of Using of E-learning, we use hypothesis H10 is one of the research objectives

H10: Attitude toward Use will have a positive effect on Behavioral Intention of Using

(70)

Table 4.14 Linear Regression Analysis for Testing H10 Construct Standardize d coefficients  t value R Adjust R2 F value p

AT positive affect to BI 0.874 22.01 0.76 0.762 484.60 0.000

Dependent Variable: Behavioral Intention of Using of E-learning;

***p<0.001, **p<0.01, *p<0.05

The final model shown in the Table 4.14 had a good fit (F=484.600, p=0.000) and at

significant level 0.05, hypothesis H10 is proven true that Attitude toward Use will have

a positive effect on Behavioral Intention of Using of E-learning We can see in the

dependent variable, Behavioral Intention of Using of E-learning 4.5 Factor analysis

Factor analysis can be used to identify the structure of relationships among

respondents (or items) by examining the correlations between the respondents (or

items)

Table 4.15 shows the results of the VARIMAX rotation on the original 33

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Table 4.15 Factor loading

Items Factor loading (Rotate component matrix)

CA ICQ DM PU PE AT BI

CA1 0.716

CA2 0.842

CA3 0.912

CA4 0.909

ICQ1 0.556

ICQ2 0.854

ICQ3 0.900

ICQ4 0.642

ICQ5 0.674

DM1 0.837

DM2 0.622

DM3 0.625

DM4 0.799

DM5 0.617

PU1 0.723

PU2

PU3 0.819

PE1 0.820

PE2 0.728

PE3 0.584

PE4 0.761

AT1 0.744

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Items Factor loading (Rotate component matrix)

AT3 0.710

BI1 0.861

BI2 0.754

BI3 0.710

Table 4.16 Factor loading after eliminated item PU2

Items Factor loading (Rotated Component Matrix)

CA ICQ DM PU PE AT BI

CA1 0.709

CA2 0.845

CA3 0.915

CA4 0.910

ICQ1 0.546

ICQ2 0.851

ICQ3 0.899

ICQ4 0.647

ICQ5 0.666

DM1 0.844

DM2 0.624

DM3 0.629

DM4 0.805

DM5 0.609

PU1 0.717

PU3 0.827

PE1 0.827

(73)

Items Factor loading (Rotated Component Matrix) PE3 0.592 PE4 0.772 AT1 0.749 AT2 0.698 AT3 0.719 BI1 0.865 BI2 0.754 BI3 0.719

4.6 Path analysis

After analysis relationship between factor, we can see result of relationship as figure

4.1 below: Computer anxiety Internet connect quality Perceived usefulness Perceived Ease of use

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(75)

4.7 Research finding

Table 4.17 Research hypotheses and results

Research hypotheses Results

H1: Computer Anxiety will have a positive effect on Perceived

Usefulness of E-learning Rejected

H2: Computer Anxiety will have a positive effect on Perceived Ease

of Use of E-learning Rejected

H3: Internet Connect Quality will have a positive effect on Perceived

Usefulness of e learning Supported

H4: Internet Connect Quality will have a positive effect on Perceived Ease of Use of E-learning

Supported

H5: Didactical Methods will have a positive effect on Perceived Usefulness of E-learning

Supported

H6: Didactical Methods will have a positive effect on Perceived Ease of Use of E-learning

Supported

H7: Perceived Ease of Use will have a positive effect on Perceived of Usefulness of E-learning

Supported

H8: Perceived Ease of Use will have a positive effect on Attitude toward Use of E-learning

Supported

H9: Perceived Usefulness will have a positive effect on Attitude toward Use of E-learning

Supported

H10: Attitude toward Use will have a positive effect on Behavioral Intention of Using of E-learning

Supported

All hypotheses are tested through the relationship between these factors and be

assessed through specific survey data We can see research success model as

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Figure 4.2 Success research model

Didactical methods Internet connect

quality

Perceived usefulness

Perceived Ease of use

Actual Use Attitude

Toward Use 0.898***

0.835***

0.865***

0.839***

0.882

0.875***

0.941***

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CHAPTER V

RESULTS

This study aims to examine the acceptance of E-learning by users on university

education programs in Vietnam Being based on the early stated research questions,

their associated hypotheses and the data analysis presented in chapter three and chapter

four, this chapter shows corresponding findings of the data analysis result; yields

associated conclusions, does discussions and finally, makes some suggestions

5.1 Findings

The study was conducted with the particular objectives:

 Identifying what significant factors influence the user’s acceptance of

E-learning on university education programs in Vietnam

 Finding out how the significant factors influence the user’s acceptance

of E-learning on university education programs in Vietnam

 Examining how those students were willing to accept using E-learning

 Finding out if there is significant difference on the users’ intention of

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 Collectingusers’ comments on the current employment of E-learning as

well as their suggestions (if yes) for the improvement of using

E-learning

To achieve these objectives, research data were gathered and analyzed to find the

answers for corresponding research questions and testing associated hypotheses Here

are the findings:

5.1.1 What significant factors influence user’s acceptance of E-learning The study found that the two factors: Internet Connect Quality and Didactical

Methods, identified as external factors, had effects on the user’s acceptance of

E-learning And, the other three factors: Perceived Ease of Use, Perceived Usefulness

and Attitude Toward Use, identified as internal factors, were also found that having

effects on the user’s acceptance of E-learning

5.1.2 How Students were Willing to Accept Using E-learning

As shown by the statistical analysis results, Internet Connect Quality and

Didactical Methods, had positive indirect effects on the user’s acceptance of

E-learning The other three internal factors: Perceived Ease of Use, Perceived Usefulness

and Attitude Toward Use, also had positive effects on the user’s acceptance of

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the user’s acceptance of E-learning while Attitude Toward Use had only direct effects

on the user’s acceptance of E-learning and Perceived Ease of Use had only indirect

effects on the user’s acceptance of E-learning The results also indicated that Perceived

Ease of Use and Perceived Usefulness had the strongest effects on the user’s

acceptance of E-learning than the other factors while Didactical Methods had the

weakest effect on the user’s acceptance of E-learning 5.1.3 Users’ comments and suggestions

Internet Connection Quality: many students criticized the incapable instructors,

poor IT platform and ICT facilities, backward and impractical illustrations, lack of

professional management software, incapable network managers; unready for change

of the users who have been familiar with the traditional education method, the inactive

attitude of studying of users, all were regarded negative factors which reduced the

effectiveness of E-learning utility

Didactical Methods: E-learning might be regarded as a useful studying method

for users who mastering such knowledge and skills Conversely, E-learning would be

regarded as a tough challenge for users with such incapable ability

Attitude Toward Use of E-learning: For instance, there were many comments

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without direct or face-to-face meeting which often require a geographic place”;

“E-learning was very useful because it help to save time and enhancing interaction

between learners and instructors.”

5.2 Conclusions

There were three external factors identified relating to the acceptance of

E-learning use They were Computer Anxiety, Internet Connect Quality and Didactical

Methods Among those factors, but only two of them significantly affected the

acceptance of E-learning use, that Internet Connect Quality and Didactical Methods The three variables Perceived Ease of Use, Perceived Usefulness and Attitude

Toward Use which had been identified as significant internal factors in TAM were

proved that had positive influence on the user’s acceptance of E-learning in university

education programs in Vietnam In sum, the internal factors which influence the users’

intention of E-learning use significantly were Perceived Ease of Use, Perceived

Usefulness and Attitude Toward Use

5.3 Discussions

The demographic factors such as class, gender, working position, internet

experience and E-learning experience were explored that caused the difference of the

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profession, and major in undergraduate study were found out that had no affects on the

difference of the acceptance of E-learning use

5.4 Suggestions

Firstly, the government, as mentioned before, has did many related activities

performed many related operations to motivate employment of e-learning in education

filed However, it perhaps seemed that the effectiveness of such activities and

operations was not high The causes perhaps due to the lacks of continuing interests

paid to them by top management and lacks of commitment from top management that

leads to the failure of bringing strategies into life

Secondaly, universities should promote both lecturers and students actively

participate with using e-learning in learning process Because of most of students were

familiar with the traditional teaching methods (i.e., face-to-face approach), universities

should create more opportunities for students to approach using E-learning and

facilities support e-learning employment need to be supplied, updated frequently

Thirdly, lecturers need adopt the e-learning more often to encourage students

actively approach e-learning to benefit its advantages Due to the particular

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characteristics of Vietnamese social-economic circumstance, the performance of

e-learning employment need to be done gradually without a hurry Students should not

be left alone for solving problem themselves

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