Abstract
E-learning readiness has been initiated in higher education institutions (HEI) as an attempt to improve institutions’ service delivery. Meeting and managing the expectations of students using e-learning systems to facilitate teaching and learning activities is a prominent way to make HEI competitive. The purpose of this study is to investigate the impact of human, organizational, and technological factors on students’ e-learning readiness. This study was conducted by using a survey method in a private university in the north region of Iran with a total number of 153 respondents. Survey data were analyzed using the partial least squares (PLS) method while Smart PLS was used to test the hypotheses and to validate the proposed model. The results indicated that computer self-efficacy, management support, relative advantage, compatibility, and complexity are significant factors that influence students’ e-learning readiness. The findings provide a basis for assessing the determinants of e-learning readiness in developing countries.
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Appendix A. Question Wording
Appendix A. Question Wording
Computer Self-efficacy (CSE) | |
1- I could complete the tasks using e-learning if I had only the software manuals for reference. | |
2- I could complete the tasks using e-learning if I had seen someone else using it before trying it myself. | |
3- I could complete the tasks using e-learning if I had enough time. 4- I could complete the tasks using e-learning if I had just the built-in help facility for assistance. | |
5- I could complete the tasks using e-learning if someone showed me how to do it first. | |
6- I could complete the tasks using e-learning if I had used similar software. | |
Subjective Norm (SN) | |
1- People who are important to me would strongly support using e-learning in my study. | |
2- People who their opinions are important to me prefer that I use e-learning in my study. | |
IS/IT Knowledge (ISTK) | |
1- The institution has an extensive e-learning technical knowledge. | |
2- E-learning is a familiar type of technology to use. | |
3- I have the knowledge to use e-learning services. | |
4- I have enough understanding of using e-learning services. | |
Management Support (MS) | |
1- Managers are interested in the use of e-learning services. | |
2- Managers are willing to invest on the necessary resources. | |
3- Managers are willing to take risks involved in e-learning usage. | |
Relative Advantage (RA) | |
1- E-learning enhances user’s satisfaction which leads to improves in academic performance. | |
2- E-learning offer convenience in service provision. 3- E-learning usage is better than the use of face to face teaching and learning. | |
4- Using e-learning reduce the cost in service delivery. | |
5- Using e-learning improves the effectiveness in my study. | |
Compatibility (CMPA) | |
1- Using e-learning is compatible with the institution’s goals and objectives. 2- The use of e-learning is compatible with all aspects of our institution’s operations. | |
3- E-learning is compatible with the institutions’ existing culture and values. | |
4- E-learning is compatible with the institution’s existing IT infrastructure. | |
Complexity(CMPL) | |
1- The skills needed to use e-learning are very complex. | |
2- Integrating e-learning in the current practices will be a challenge. | |
3- Overall, I believe that e-learning is easy to use. | |
E-learning Readiness (ELR) | |
1- I have positive belief towards the efficiency of e-learning in my study. | |
2- I am a pioneer of using e-learning in my study. | |
3- If I want to use e-learning in my study, I prefer to use basic features. | |
4- I distrustful of using e-learning in my study. |
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Mirabolghasemi, M., Choshaly, S.H. & Iahad, N.A. Using the HOT-fit model to predict the determinants of E-learning readiness in higher education: a developing Country’s perspective. Educ Inf Technol 24, 3555–3576 (2019). https://doi.org/10.1007/s10639-019-09945-9
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DOI: https://doi.org/10.1007/s10639-019-09945-9