Finals of Kant get Marx 2.0 : a general politics quiz
Computer Application Anxiety, Self-Efficacy and Open Source Learning Management System Acceptance
1. Computer Application Anxiety, Self-
Efficacy and Open Source Learning
Management System Acceptance
Norshidah Mohamed, PhD
http://www.ibs.utm.my
Nor Shahriza Abdul Karim, PhD
International Business School
Universiti Teknologi Malaysia
Kuala Lumpur, MALAYSIA
1st International Conference on Digital Services, Internet and Applications (DSIA '12)
Singapore 11 – 13 May 2012
3. INTRODUCTION
• The Internet
• Learning takes place anywhere and anytime
• Before, systems require years to be
implemented
• Now, with open source software new systems
can be implemented in a day
• Some examples of Open Source Learning
Management Systems: Moodle, Sakai Project
and Claroline
3
4. INTRODUCTION .. Cont’
• Benefits of open source software
implementation from educational policy
makers’ perspective:
ominimal spending on time / efforts in
system development and implementation
ofacilitating ease in interactions between
students and instructors
oreducing costs for paper-based materials
4
5. PROBLEM FORMULATION
• Open source software presents quick
benefits to educators and educational
policy makers
• May pose challenges on acceptance to
students as users
5
6. PROBLEM FORMULATION .. Cont’
• Research question: Do computer
application anxiety and self-efficacy
correlate to system acceptance?
• Research objective: To explore the
relationship between computer
application anxiety, self-efficacy and
acceptance of open source learning
management system.
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8. RESEARCH MODEL
SYSTEM
ACCEPTANCE
Perceived
usefulness
Computer
application
anxiety
Perceived
ease of use
Self
efficacy
Intention
to use
8
9. THEORETICAL BASIS
• Computer anxiety (Heinnsen et al. 1987)
• Social cognitive theory (Bandura 1986;
1989; 1995)
• Technology acceptance model (TAM)
(Davis, 1989; Davis et al. 1989)
9
10. DEFINITIONS USED IN THE
STUDY
Constructs Definitions
Intention to use A person’s decision on a specific
behavioral outcome (Fishbein & Ajzen,
1975; Ajzen & Fishbein, 1980)
Perceived usefulness The degree a person believes that using
a particular system would enhance his
or her learning performance (adapted
from Davis, 1989)
Perceived ease of use The degree to which a person believes
that using a particular system would be
free of effort (Davis, 1989)
10
11. DEFINITIONS USED IN THE
STUDY .. Cont’
Constructs Definitions
Self-efficacy An individual’s beliefs about the
ability to perform a specific behavior
(Compeau and Higgin, 1995)
Computer An individual’s phobia of dealing
application anxiety with computer application (adapted
from Heinnsen et al. 1987)
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12. CONTEXT
• Research participants – postgraduate
business students at a public institution of
higher learning in Malaysia
• Instrument – Survey questionnaire
• Claroline an open source learning
management system was chosen for pilot
implementation for a particular course in an
eight-week semester (short semester)
• Voluntary participation in Claroline and
survey research
12
14. POPULATION & SAMPLE
• Estimated number for population: 400
• Sample for the study: 42
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15. MEASURES
Constructs Sources
Intention to use Ajzen & Fishbein (1980)
Perceived usefulness Davis (1989)
Perceived ease of use Davis (1989)
Self-efficacy Compeau and Higgin (1995)
Computer anxiety Heinssen et al. (1987)
Five-point Likert scale for computer application anxiety,
self-efficacy, perceived usefulness, perceived ease of use
and intention to use measures where 1 refers to “strongly
disagree” and 5 refers to “strongly agree”. 15
16. RESULTS – PROFILE OF
RESPONDENTS
Profile of respondents Frequency %
Gender Male 19 45.2
Female 22 52.4
Missing 1 2.4
Age 20-29 15 35.7
30-39 16 38.1
40-49 9 21.4
Above 50 1 2.4
Missing 1 2.4
16
17. PROFILE OF MEASURES
Mean
Intention to use
• It is worth to use the Claroline. 3.78
• I will frequently use the Claroline in 3.78
the future.
• I will strongly recommend others to 3.68
use the Claroline.
• I plan to use the Claroline. 3.83
Average intention to use score: 3.77
17
18. PROFILE OF MEASURES .. Cont’
Mean
Perceived usefulness
• Using the Claroline improves my learning 3.69
performance.
• Using the Claroline enhances my 3.64
effectiveness in learning.
• Using the Claroline improves the quality of 3.83
learning.
• Overall, I find using the Claroline useful in 3.93
learning.
Average perceived usefulness score: 3.77
18
19. PROFILE OF MEASURES .. Cont’
Mean
Perceived ease of use
• Using the Claroline in learning is easy for me. 3.81
• I find it easy to get the Claroline to do what I 3.50
want to do.
• Getting information from the Claroline is easy. 3.75
• My interaction with the Claroline is clear and 3.51
understandable.
• It would be easy for me to become skillful at 3.61
using the Claroline.
• Overall, I find the Claroline easy to use. 3.71
Average perceived ease of use score: 3.65
19
20. PROFILE OF MEASURES .. Cont’
Mean
Self-efficacy
• I would be able to use the Claroline if there is 3.32
no one around to show me how to use it.
• I would feel comfortable using the Claroline 3.68
on my own.
• I feel confident to download and save files 3.83
from the Claroline when needed.
• I feel confident to post and reply to messages 3.56
in a forum in the Claroline.
• I feel confident understanding the links in the 3.59
Claroline.
Average self-efficacy score: 3.60
20
21. PROFILE OF MEASURES .. Cont’
Mean
Computer application anxiety
• I feel nervous about using the Claroline. 2.22
• It scares me to think that I could lose a lot 2.37
of information using the Claroline by
clicking the wrong button.
• I hesitate to use the Claroline to post and 2.61
reply to messages for fear of making
mistakes I cannot correct.
• The Claroline worries me. 2.05
Average computer application anxiety score: 2.29
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22. RESULTS – RELIABILITY ANALYSIS
Constructs No. of Cronbach’s
Items alpha (α)
Intention to use 4 0.854
Perceived usefulness 4 0.811
Perceived ease of use 6 0.881
Self-efficacy 5 0.848
Computer anxiety 4 0.884
All measures are reliable since Cronbach’s alpha (α) is > 0.70
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23. RESULTS – CORRELATION ANALYSIS
ITU PU PEOU SE CA
ITU 1
PU 0.318* 1
PEOU 0.524** 0.458** 1
SE 0.440** 0.317* 0.605** 1
CA -0.231 -0.163 -0.253 -0.488** 1
** correlation is significant at the 0.01 level (2 tailed)
* correlation is significant at the 0.05 level (2 tailed)
ITU: Intention to use
PU: Perceived usefulness
PEOU: Perceived ease of use
SE: Self-efficacy
CA: Computer anxiety 23
24. SUMMARY – HYPOTHESES
RESULTS
Hypotheses Results
H1a: Computer application anxiety is Not supported
significantly and negatively correlated to
perceived usefulness of open source
learning management system.
H1b: Computer application anxiety is Not supported
significantly and negatively correlated to
perceived ease of use of open source
learning management system.
24
25. SUMMARY – HYPOTHESES
RESULTS .. Cont’
Hypotheses Results
H1c: Computer application anxiety is Not supported
significantly and negatively correlated to
intention to use open source learning
management system.
H2a: Self-efficacy is significantly and Supported
positively correlated to perceived usefulness
of open source learning management
system.
25
26. SUMMARY – HYPOTHESES
RESULTS .. Cont’
Hypotheses Results
H2b: Self-efficacy is significantly and Supported
positively correlated to perceived ease of
use of open source learning management
system.
H2c: Self-efficacy is significantly and Supported
positively correlated to intention to use open
source learning management system.
26
28. THEORETICAL IMPLICATION
• Contributed to new knowledge in the
context of open source learning
management system acceptance
oComputer application anxiety is not a significant
factor
oSelf-efficacy is a significant factor
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29. PRACTICAL IMPLICATION
• For educators and educational policy
makers –
oSelection of open source learning
management system that promotes
quick acceptance (perceived usefulness
and ease of use for students)
oPromotes environment that is
supportive of self-efficacy (belief to
operate a new system) in students
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30. LIMITATIONS
• Cross-sectional survey research approach
• Only students of a particular course
participated in the research
• The findings may not be generalized in the
context of the entire institution and thus
may have to be carefully interpreted.
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31. FUTURE RESEARCH AREAS
• Longitudinal approach
• Undergraduates and postgraduates in
other courses or institutions using
Claroline
31