Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students

Volume 16 Issue 1 April - June 2019

Research Paper

Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students

Tony Robinson*

*Department of Business and Technology, Mountain Empire Community College, USA.

Robinson, T. (2019). Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students. i-manager’s Journal of Educational Technology, 16(1), 21-32. https://doi.org/10.26634/jet.16.1.15826

Abstract

Online learning has changed higher education, emerging as a primary source for delivering courses and programs to students. As online learning has grown, more non-traditional students have entered college, many for the first time. Consequently, many of these non-traditional are experiencing online learning, and the technologies that deliver them, for the first time. This quantitative research study developed and tested technology acceptance of online learning technologies using the Technology Acceptance Model (TAM) with variables perceived ease of use, perceived usefulness, attitude, and intention to use. Findings from 40 valid responses in an online survey at Mountain Empire Community College (2016) USA, showed that perceived ease of use had a significant effect on perceived usefulness, which is consistent with TAM. Findings showed that perceived ease of use did have a significant effect on attitude. Further, perceived usefulness had a significant effect on attitude and attitude had a significant effect on intention to use, which is consistent with TAM.