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

Ali Tarhini, Kate Hone, Xiaohui Liu, Takwa Tarhini

Research output: Contribution to journalArticle

59 Citations (Scopus)

Abstract

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. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper.

Original languageEnglish
Pages (from-to)306-328
Number of pages23
JournalInteractive Learning Environments
Volume25
Issue number3
DOIs
Publication statusPublished - Apr 3 2017

Fingerprint

E-learning
Developing countries
acceptance
developing country
electronic learning
learning
Values
Moderators
Lebanon
Students
moderator
femininity
masculinity
collectivism
student
individualism
uncertainty
determinants
questionnaire
Group

Keywords

  • Culture
  • developing countries
  • e-learning
  • individual behaviour
  • individual-level culture
  • individualism/collectivism
  • Lebanon
  • masculinity/femininity
  • power distance
  • structural equation modelling
  • TAM
  • technology acceptance
  • uncertainty avoidance

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

@article{8ede9e5c804045dcb9f798add5046d1b,
title = "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",
abstract = "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. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper.",
keywords = "Culture, developing countries, e-learning, individual behaviour, individual-level culture, individualism/collectivism, Lebanon, masculinity/femininity, power distance, structural equation modelling, TAM, technology acceptance, uncertainty avoidance",
author = "Ali Tarhini and Kate Hone and Xiaohui Liu and Takwa Tarhini",
year = "2017",
month = "4",
day = "3",
doi = "10.1080/10494820.2015.1122635",
language = "English",
volume = "25",
pages = "306--328",
journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries

T2 - a structural equation modeling of an extended technology acceptance model

AU - Tarhini, Ali

AU - Hone, Kate

AU - Liu, Xiaohui

AU - Tarhini, Takwa

PY - 2017/4/3

Y1 - 2017/4/3

N2 - 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. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper.

AB - 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. To test the hypothesised model, data were collected from 569 undergraduate and postgraduate students using e-learning tools in Lebanon via questionnaire. The collected data were analysed using the structural equation modelling technique in conjunction with multi-group analysis. As hypothesised, the results of the study revealed perceived usefulness (PU), perceived ease of use (PEOU), SN and quality of work life to be significant determinants of students’ behavioural intention (BI) towards e-learning. The empirical results also demonstrated that the relationship between SN and BI was particularly sensitive to differences in individual-cultural values, with significant moderating effects observed for all four of the cultural dimensions studied. Some moderating effects of culture were also found for both PU and PEOU, however, contrary to expectations the effect of quality of work life was not found to be moderated by MF as some previous authors have predicted. The implications of these results to both theory and practice are explored in the paper.

KW - Culture

KW - developing countries

KW - e-learning

KW - individual behaviour

KW - individual-level culture

KW - individualism/collectivism

KW - Lebanon

KW - masculinity/femininity

KW - power distance

KW - structural equation modelling

KW - TAM

KW - technology acceptance

KW - uncertainty avoidance

UR - http://www.scopus.com/inward/record.url?scp=84953745172&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84953745172&partnerID=8YFLogxK

U2 - 10.1080/10494820.2015.1122635

DO - 10.1080/10494820.2015.1122635

M3 - Article

VL - 25

SP - 306

EP - 328

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

IS - 3

ER -