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Comparing Four Competing Models in E-Learning System Acceptance
Abstract
E-Learning system is special in its capability for co-operative and collaborative learning activities through asynchronous and synchronous communications to enhance learning effectiveness. It is also about meeting instructor and peer learners in the virtual community, solving problems together, and expecting feedbacks and interactions. It is wondered which theoretical framework in technology acceptance would be the most appropriate for such technology. In a literature review of prior IS studies on technology acceptance, four competing models were found with extensive empirical support. This study aims at empirically testing these four competing models applying to an e-learning system. At last, their predicting and explanatory power is compared. Discussions, implications and limitations were given in the last section.
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