What is it about?
In this study, we examine the effects of individual-level culture on the adoption and acceptance of e-learning tools by students in Lebanon using a theoretical framework based on the Technology Acceptance Model (TAM). To overcome possible limitations of using TAM in developing countries, we extend TAM to include subjective norms (SN) and quality of work life constructs as additional constructs and a number of cultural variables as moderators. The four cultural dimensions of masculinity/femininity (MF), individualism/collectivism, power distance and uncertainty avoidance were measured at the individual level to enable them to be integrated into the extended TAM as moderators and a research model was developed based on previous literature.
Why is it important?
This research provides useful insightful information not only about the effectiveness of a particular e-learning environment with a focus on online collaboration, but also its impact on students in different cultural settings. More specifically, this research helps to understand the differences and similarities between Lebanese students regarding their e-learning experiences. The findings can help educators and researchers from the concerned cultural contexts to be better armed with knowledge about the specific cultural-related variables. Student variables, such as behaviours and attitudes, cultural backgrounds and other demographic characteristics are important variables that influence student learning, especially in a collaborative e-learning environment. Understanding these variables is now helpful for instructors to design meaningful educational activities to promote student knowledge construction and make learning more effective and appealing. In particular, this research helps
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This page is a summary of: Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model, Interactive Learning Environments, January 2016, Taylor & Francis, DOI: 10.1080/10494820.2015.1122635.
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