Technology Acceptance Model (TAM): Measurement Of E- Learning Use by Accounting Students at Malang State University

Abdul Khafit, S. Sulastri, Slamet Fauzan
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引用次数: 10

Abstract

Based on the Technology Acceptance Model (TAM) theory, the use of e-learning is influenced by perceived usefulness, perceived ease of use by adding other factors, namely self-confidence and subjective norms. This study aims to determine: (1) The effect of perceived usefulness on the use of e-learning; (2) The effect of perceived ease of use on the use of e-learning; (3) The effect of self-confidence on the use of e-learning; (4) The effect of subjective norms on the use of e-learning. The Explanation Approach is used to explore the data in this study. The population in this study was the 2016 Accounting Education Bachelor Program students, amounting to 116 students. The number of samples in this study were 116 students. Collecting data in this study using a questionnaire with a Likert scale as a measure of research variables. Analysis of the data used is multiple linear regression. The results of this study indicate that the perceived usefulness, perceived ease of use, self-confidence, and subjective norms have a significant effect on the use of e-learning.
技术接受模型(TAM):玛琅州立大学会计学生使用电子学习的测量
基于技术接受模型(Technology Acceptance Model, TAM)理论,电子学习的使用受到感知有用性、感知易用性以及其他因素(即自信和主观规范)的影响。本研究旨在确定:(1)感知有用性对电子学习使用的影响;(2)感知易用性对电子学习使用的影响;(3)自信对网络学习使用的影响;(4)主观规范对网络学习使用的影响。本研究采用解释法对数据进行探究。本研究的人群为2016年会计教育本科课程的学生,共计116名学生。本研究的样本数量为116名学生。在本研究中,使用李克特量表作为研究变量的测量问卷收集数据。分析数据采用多元线性回归。本研究结果表明,感知有用性、感知易用性、自信和主观规范对电子学习的使用有显著影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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