Differences in intention to use educational RSS feeds between lebanese and British students: A multi-group analysis based on the technology acceptance model

Ali Tarhini, Michael James Scott, Sujeet Kumar Sharma, Muhammad Sharif Abbasi

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Really Simple Syndication (RSS) offers a means for university students to receive timely updates from virtual learning environments. However, despite its utility, only 21% of home students surveyed at a university in Lebanon claim to have ever used the technology. To investigate whether national culture could be an influence on intention to use RSS, the survey was extended to British students in the UK. Using the Technology Adoption Model (TAM) as a research framework, 437 students responded to a questionnaire containing four constructs: behavioural intention to use; attitude towards benefit; perceived usefulness; and perceived ease of use. Principle components analysis and structural equation modelling were used to explore the psychometric qualities and utility of TAM in both contexts. The results show that adoption was significantly higher, but also modest, in the British context at 36%. Configural and metric invariance were fully supported, while scalar and factorial invariance were partially supported. Further analysis shows significant differences between perceived usefulness and perceived ease of use across the two contexts studied. Therefore, it is recommended that faculty demonstrate to students how educational RSS feeds can be used effectively to increase awareness and emphasise usefulness in both contexts.

Original languageEnglish
Pages (from-to)14-29
Number of pages16
JournalElectronic Journal of e-Learning
Volume13
Issue number1
Publication statusPublished - 2015

Fingerprint

RSS
acceptance
Students
Invariance
Group
student
university
national culture
Lebanon
psychometrics
learning environment
questionnaire

Keywords

  • Cross-cultural
  • Developing countries
  • Engagement
  • RSS
  • Technology adoption model
  • Virtual learning environments

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

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