Description
Educational institutions in developing countries, such as Saudi Arabia, confront distinctive barriers compared to developed countries and it is essential to explore what impacts the instructors’ usage of e-learning systems. While universities in Saudi Arabia are integrating e-learning systems, instructors seem to avoid using it as a learning tool. However, there is a lack of understanding for the factors that impact instructors’ usage of e-learning systems in Saudi Arabia. The aim of this study is to assess the validity of the model and assess the impact of computer self-efficacy, user satisfaction, and user resistance on e-learning systems usage by college instructors in Saudi Arabia. The findings revealed a very strong validity and reliability of the constructs with good overall model predictability. The results supported the study anticipation that CSE and SAT would have a stronger moderating influence on RES. Moreover, the constructs of CSE and SAT demonstrated significant impact on ELSU.
Recommended Citation
Alharthi, Saleh Hamed; Awaji, Mansour Hamoud; and Levy, Yair, "Empirical Assessment of the Factors that Influence Instructors’ Usage of E-Learning Systems in Saudi Arabia" (2017). AMCIS 2017 Proceedings. 30.
https://aisel.aisnet.org/amcis2017/StrategicIT/Presentations/30
Empirical Assessment of the Factors that Influence Instructors’ Usage of E-Learning Systems in Saudi Arabia
Educational institutions in developing countries, such as Saudi Arabia, confront distinctive barriers compared to developed countries and it is essential to explore what impacts the instructors’ usage of e-learning systems. While universities in Saudi Arabia are integrating e-learning systems, instructors seem to avoid using it as a learning tool. However, there is a lack of understanding for the factors that impact instructors’ usage of e-learning systems in Saudi Arabia. The aim of this study is to assess the validity of the model and assess the impact of computer self-efficacy, user satisfaction, and user resistance on e-learning systems usage by college instructors in Saudi Arabia. The findings revealed a very strong validity and reliability of the constructs with good overall model predictability. The results supported the study anticipation that CSE and SAT would have a stronger moderating influence on RES. Moreover, the constructs of CSE and SAT demonstrated significant impact on ELSU.