Conceptual inferred TAM by gender in cyberlearning

Abstract

The pace of adoption of cyberlearning is influenced by gender factors that need to be confronted. The technology acceptance model (TAM) designed by Davis in 1989 can be useful to measure the pace of receptivity to use of online resources. Writers try to show that Taiwanese women in highly technical programs are more resistant to computing and Web online distance courses than men. Educational programs need to be designed to encourage women to lead in diffusion of cyberlearning. The writers desire to use the TAM approach in a study of university students in Taiwan and try to find that gender, computing skills, and prior experiences with computing were the most significant factors to predict acceptance or resistance to change. Finally, the writers would like to create an overall conceptual model, which inferred from original TAM constructs relationships for showing that cyberspace advocates have yet to promote a concept.