evaluating e-learning effectiveness in a local public
TRANSCRIPT
EVALUATING E-LEARNING EFFECTIVENESS IN A LOCAL PUBLIC UNIVERSITY: AN EMPIRICAL EXAMINATION
Peggy Loh Yee Wey
Corporate Master in Business Administration 2011
l"wka. t . Nlaklurnat Akatie[nik ü%TM#tSifl MALAYSt. 4 SARAWAK
P. KNIDMAT MAKLUMAT AKADEMIK
11111 iuiIl'i'hiiii ii III 1000248426
EVALUATING E-LEARNING EFFECTIVENESS IN A LOCAL PUBLIC UNIVERSITY: AN EMPIRICAL
EXAMINATION
PEGGY LOH YEE WEY
A dissertation submitted in partial fulfillment of the requirements for the degree of Corporate Master in Business Administration
Faculty of Economics and Business UNIVERSITI MALAYSIA SARAWAK
2011
ACKNOWLEDGEMENT
I would like to take opportunity to thank the parties and the people that were involved in
assisting me and guiding me to the completion of this project.
First of all, I would to thank my university, Universiti Malaysia Sarawak (UNIMAS) for
every support and effort in making sure that all the students will be able to take their final year
project, which is one of the prerequisites for graduation. I would also like to thank my faculty,
Faculty of Economics and Business (FEB) for the supports and resources provided to help me
finish my corporate business project.
I would also like to express my sincere gratitude to my supervisors, Dr. Lo May Chiun for
her time and efforts invested in supervising me to accomplish this research. Had it not been for
the advices, guidance and supervisions, this project would not have been able to complete
successfully and on time.
Last but not least, I would like to thank my friends and family who were constantly on my
side to give me encouragement during the times of difficulties in the period of the development
of this project. I would not have made it thus far with the absence of their support and
encouragements.
I
Pusat Khidmat MaklumatAkademik UNIVEI2SITI MALAYSIA SARAWAF'
TABLE OF CONTENTS
ACKNOWLEDGEMENT ......................................................................................................... I
TABLE OF CONTENTS ........................................................................................................ II
LIST OF TABLES ................................................................................................................ VII
LIST OF FIGURES ............................................................................................................. VIII
ABSTRACT ............................................................................................................................ IX
ABSTRAK .............................................................................................................................. XI
CHAPTER ONE: INTRODUCTION ...................................................................................... 1
1.1 Background ................................................................................................................... 1
1.2 Problem Statements ....................................................................................................... 5
1.3 Research Objectives ...................................................................................................... 5
1.4 Research Questions ....................................................................................................... 6
1.5 Definition of Key Terms ................................................................................................ 7
1.6 Significant of the Study ................................................................................................. 9
1.7 Scope of Study ............................................................................................................ 10
1. S Organization of Chapters ............................................................................................. 11
CHAPTER TWO: LITERATURE REVIEW ....................................................................... 12
2.1 Introduction ................................................................................................................. 12
II
2.2 TAM in E-Learning ..................................................................................................... 12
2.3 Definition of Technology Acceptance Model (TAM) ................................................... 14
2.3.1 Antecedents of Technology Acceptance Model (TAM) ........................................ 14
2.3.2 Usage of Technology Acceptance Model .............................................................. 16
2.4 Definition of E-learning Context ................................................................................. 20
2.5 The Concept of "E-learning" ....................................................................................... 21
2.6 Self-efficacy ................................................................................................................ 23
2.7 Subjective Norm .......................................................................................................... 24
2.8 System Accessibility ................................................................................................... 25
2.9 Perceived Usefulness (PU) .......................................................................................... 27
2.10 Perceived Ease of Use (PEOU) .................................................................................... 27
2.11 Perceived Value .......................................................................................................... 28
2.12 Attitude towards E-learning System ............................................................................. 29
2.13 Underlying Theory ...................................................................................................... 30
2.13.1 Theory of Reasoned Action Model (TRA) ............................................................ 31
2.13.2 Theory of Planned Behaviour Model (TPB) .......................................................... 32
2.13.3 Technology Acceptance Model (TAM) ................................................................ 35
2.14 Theoretical Framework ................................................................................................ 37
2.14.1 Gap in the Literature ............................................................................................. 37
III
2.14.2 Justification of the Theoretical Framework ........................................................... 37
2.14.3 Description of Variables ....................................................................................... 38
2.15 Development of Hypotheses ........................................................................................ 39
2.16 Summary ..................................................................................................................... 44
CHAPTER THREE: METHODOLOGY .............................................................................. 45
3.1 Introduction ................................................................................................................. 45
3.2 Research Site ............................................................................................................... 45
3.3 Research Design, Sample and Procedure ..................................................................... 46
3.3.1 Data Collection Procedure .................................................................................... 46
3.4 Research Questionnaire ............................................................................................... 47
3.5 Measures ..................................................................................................................... 48
3.5.1 Respondents' Profiles ........................................................................................... 48
3.5.2 Respondents' Attitude towards using the E-learning System ................................. 48
3.6 Statistical Analyses ...................................................................................................... 49
3.6.1 Descriptive Statistic .............................................................................................. 50
3.6.2 Factor Analysis .................................................................................................... 50
3.6.3 Reliability Analysis .............................................................................................. 51
3.6.4 Factor Independence Analysis .............................................................................. 51
3.6.5 Regression Analysis ............................................................................................. 52
IV
3.7 Summary ..................................................................................................................... 52
CHAPTER FOUR: RESULTS .............................................................................................. 53
4.1 Introduction ................................................................................................................. 53
4.2 Profile of Respondents ................................................................................................. 53
4.3 Goodness of Measures ................................................................................................. 56
4.3.1 Measures of Independent Variables ...................................................................... 56
4.3.2 Measures of Dependent Variable .......................................................................... 59
4.4 Restatement of Research Hypotheses ........................................................................... 61
4.5 Inter-correlations among Study Variables .................................................................... 62
4.6 Hypothesis Testing ...................................................................................................... 64
4.6.1 Regression of Independent Variables .................................................................... 65
4.7 Findings of Hypotheses Testing ................................................................................... 66
4.8 Summary ..................................................................................................................... 68
CHAPTER FIVE: DISCUSSION AND CONCLUSION ...................................................... 69
5.1 Introduction ................................................................................................................. 69
5.2 The Backdrop .............................................................................................................. 69
5.3 Discussion ................................................................................................................... 71
5.4 Implications ................................................................................................................. 74
5.4.1 Theoretical ........................................................................................................... 74
V
5.4.2 Practical ............................................................................................................... 75
5.5 Strengths and Potential Limitations ............................................................................. 76
5.6 Directions for Future Research .................................................................................... 77
5.7 Conclusion .................................................................................................................. 78
REFERENCES ....................................................................................................................... 79
APPENDICES ........................................................................................................................ 89
Appendix A: Questionnaire .................................................................................................... 89
Appendix B: SPSS Output ...................................................................................................... 94
5.7.1 Appendix B1: Demographic Profile of Respondents ............................................. 94
5.7.2 Appendix B2: Factor Analysis .............................................................................. 96
5.7.3 Appendix B3: Reliability Analysis ..................................................................... 104
5.7.4 Appendix B4: Pearson Correlations .................................................................... 118
5.7.5 Appendix B5: Regression ................................................................................... 119
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LIST OF TABLES
Table 4.1: Demographic Profile of Respondents ........................................................................ 55
Table 4.2: Independent Variables: Rotated Factors, Item Loadings and Reliabilities .................. 58
Table 4.3: Dependent Variables: Factor, Item Loadings and Reliabilities ................................... 60
Table 4.4: Correlation Analysis: Pearson Correlation Matrix ..................................................... 63
Table 4.5: Regression Analysis: Independent Variables with Dependent Variable ..................... 65
Table 4.6: Summary of Hypotheses Testing Results ................................................................... 68
VII
LIST OF FIGURES
Figure 1: Original Technology Acceptance Model (Davis et al., 1989) ...................................... 19
Figure 2: Theory of Reasoned Action Model (Fishbein and Ajzen, 1975) .................................. 31
Figure 3: Theory of Planned Behaviour Model (Ajzen, 1988) .................................................... 33
Figure 4: Theoretical Framework ............................................................................................... 38
Figure 5: Original technology acceptance model (TAM) (Davis, 1989) ..................................... 42
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ABSTRACT
Today, most universities have enhanced their classroom courses with online learning
systems. However, studies still find organizational systems with specific low usage, compared
with the large population within the universities. In order to suggest effective institutional
implementation strategies in e-learning system deployment, a validated model framework is
applied to a local tertiary institution. A sample of 300 university students which include
undergraduate and postgraduate students took part in the research) The general structural model,
which included e-learning self-efficacy, subjective norm, system accessibility, perceived
usefulness, perceived ease of use, perceived value, and attitude to use e-learning, was developed
based on the technology acceptance model (TAM). The result proved TAM to be a good
theoretical tool to understand users' acceptance of e-learning. Perceived usefulness was the most
important construct, followed by perceived ease of use of value in explicating the causal process
in the model. Significant correlations were found for e-learning self-efficacy, subjective norm,
system accessibility, perceived ease of use, perceived usefulness and perceived value, in
predicting and explaining intention to use of the system. Limitations and further research agenda
were also suggested.
This study examine the factors that influence students' attitude and use of an e-learning
system in higher education and tests the applicability of the Technology Acceptance Model
(TAM) introduced by Davis (1986). Using a set of survey data (N=250), structural equation
modelling analyses uncovered that perceived case of use of the system had significant impacts on
perceived usetiilness as the TAM suggested. Unlike the original model's expectation, however, it
was Ibund that the indirect effect of perceived usefulness on actual system use was directed not
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through behavioural intention to use the system but through evaluation of the system. This study
also found that attitude towards the usage of e-learning system played a significant role in
affecting perceived usefulness, evaluation, and actual system use of the system. The implications
for future study were also discussed.
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ABSTRAK
Pada era yang berteknologi tinggi kini, kebanyakan universiti telah meningkatkan
program kelas mereka dengan sistem pembelajaran secara online. Namun, kajian masih
dijalankan untuk mencari sistem organisasi dengan penggunaan rendah tertentu, berbanding
dengan populasi yang besar dalam universiti. Dalam rangka untuk menyarankan strategi berkesan
pelaksanaan institusi dalam e-learning penyebaran sistem, rangka model diaktifkan diterapkan
pada perguruan tinggi tempatan. 300 orang mahasiswa yang merangkumi mahasiswa sarjana dan
pascasarjana turut mengambil bahagian dalam kajian ini. Model struktur umum, termasuk e-
/earning sclf=effaicy, norma subjektif, aksesibilitas sistem, persepsi kegunaan, persepsi
kemudahan penggunaan, persepsi nilai dan persepsi sikap untuk menggunakan sistem e-learning,
dibangunkan berdasarkan Technology Acceptance Model (TAM) .
Hasilnya terbukti TAM
merupakan alat teoritis yang baik untuk memahami penerimaan pengguna terhadap sistem e-
learning. Persepsi kemudahan penggunaan merupakan komponen yang paling penting, diikuti
oleh nilai manfaat yang dirasakan dalam memberi penjelasan proses kausal dalam model.
Korelasi secara signifikan telah dijumpai untuk c-learning self-ef cacy, norma subjektif,
aksesibilitas sistem, persepsi kegunaan, persepsi kemudahan penggunaan, persepsi sikap, dan mat
perilaku, dalam meramal dan menjelaskan maksud untuk menggunakan sistem. Keterbatasan dan
agenda kajian lanjutan juga dicadangkan.
Kajian ini meneliti faktor-faktor yang niempengaruhi sikap pelajar dan penggunaan
sistem c-learning di pendidikan tinggi dan menguji pelaksanaan Technology Acceptance Model
(JAM) yang diperkenalkan oleh Davis (1986). Dengan menggunakan set data kaji selidik (N
250), analisis pemodclan persamaan struktur didapati bahawa persepsi kemudahan penggunaan
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sistem tersebut akan membawa kesan yang signifikan terhadap manfaat yang dirasakan sebagai
TAM disyorkan. Tidak seperti model asli, bagaimanapun, didapati bahawa kesan tidak langsung
manfaat yang dirasakan pada penggunaan sistem yang sebenamya diarahkan tidak melalui niat
perilaku menggunakan sistem tetapi melalui penilaian sistem. Kajian ini juga mendapati bahawa
sikap terhadap penggunaan sistem e-learning memainkan peranan penting dalam mempengaruhi
dianggap tidak bermanfaat, penilaian, dan menggunakan sistem sebenamya. Implikasi untuk
kajian di masa depan juga dibincangkan.
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CHAPTER ONE: INTRODUCTION
1.1 Background
Information, as we are familiar with it today, includes both electronic and physical
information. The organizational structure must be accomplish of control this information
throughout the information lifecycle apart from of source or format (data, paper documents,
electronic documents, audio, video) for delivery through multiple channels that may include cell
phones and web interfaces. Information assets are corporate assets and it must be made available
and shared. Certainly not all information is open to anyone, but in principle the sharing of
information helps the use and exploitation of corporate knowledge. The organization needs to
keep their information managed and retained corporately. In other words, it is the retention and
archiving of information.
In order to manage information well, technology is needed. Technology systems help out to
organise, store and share the information within people. Organizations within all departments and
functions improve their capability to generate and communicate accurate and timely information.
Organizations which have successfully implemented information management systems are
reaping the benefits of having integrating working environment, standardised process and
operational benefits to the organization.
E-learning comprises variety forms of electronically supported learning and teaching. The
communication and information systems, whether networked or not, act as specific media to
implement the learning process (Tavangarian et al., 2004). A recent trend in higher education has
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been to set up e-learning systems that provide students with online access and learning content.
What drive this trend are changes in students' demographic factors, in educational delivery
market conditions, and in innovation technology itself (Concannon, Flynn, & Campbell, 2005).
There are, though, many barriers to the integration of instructional technology into higher
education, such as technology infrastructure, faculty effort, technology satisfaction, and graduates
competency (Surry, Ensminger, and Haab, 2005). Even many higher online educational
institutions have failed due to the high cost of technology, poor decisions, competition, and the
absence of a business strategy (Elloumi, 2004). Many universities that offer e-learning face
massive difficulty in achieving successful strategies, including the delivery, effectiveness, and
acceptance of the courses (Saade, 2003). Merely offering any possible course and attempting to
duplicate classroom experience online cannot meet the students' needs and may cause unforeseen
failure (Kilmurray, 2003). University students' persistent annoyance in web-based education is
another problem in terms of online learning. This drives more student-centered research of online
education (tiara, 2000). With the rising reliance on information systems and increasing rapidity
of the introduction of new technologies into learning environment, identifying the critical factors
related to user acceptance of technology continues to be an important issue (Yi and Hwang,
2003).
Recent technology infusion has caused communication and participation methods in
traditional university classrooms to vary. In this context, the use of electronic learning or e-
learning is increasingly prevalent in many higher educational institutions (HEIs) or universities in
Malaysia. E-learning exists because of computer technology. There are many definitions about e-
learning, but here e-learning is defined as learning facilitated and supported through the
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utilization of information and communication technologies (ICTs) (Jenkins &Hanson, 2003).
Based on this definition, e-learning concept is the use of ICTs (e. g. Internet, computer, telephone,
radio, video, and others) to support teaching and learning activities. An increasing number of
public and private universities throughout the nation are make use of e-learning methodologies
either to offer academic programs via distance or to support their full-time on-campus learners
(OUM, 2004). E-learning is also known as online learning. The pedagogical philosophy around
e-learning is closely related to the computer-based training. The point is to deliver courses for
students. E-learning system can be developed in various ways depend on the requirement of the
HEIs. Some of HEIs only limited to course materials delivery through web, and the others have
had integral framework for their e-learning system to be used for regular students and distance
students. Consequently, students can now make use of technology to receive class information or
notes, get assessments, and communicate whenever and wherever the need arises.
University students are becoming more diverse and demanding for e-learning based courses
is increasing (Volery and Lord, 2000). Factors which determining acceptance and the use of the
e-learning are needed to be uncovered in order to assist development of the system. Effective
implementation of an c-learning initiative requires that a number of issues be taken into account,
including technological, pedagogical, and individual factors. Though, the lack of theoretical or
conceptual frameworks in many past studies dealing with the effectiveness of e-learning system
resulted in inconsistent results and left the question of what constitute the determining factors of
effective delivery of e-learning unanswered.
The beginning of e-learning technology has recently made training, teaching and learning
feasible on the Internet. E-learning is fundamentally any form of education that is facilitated by
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the Internet and its technologies, and encompasses the use of the World Wide Web to support
instruction and to deliver course content. Alavi and Leidner (2001) pointed out that e-learning
represents one form of technology mediated learning, which is defined as "an environment in
which the learner's interactions with the e-learning materials, peers, and/or instructors is
mediated through advanced information technologies". In order for e-learning to work, the
technology must actually be used (Leidner and Jarvenpaa, 1993). The efficient use of ICTs in
delivering e-learning based components of a course is of critical importance to the success and
student acceptance of e-learning.
Today, Malaysia takes full advantage of ICT in supporting all levels of businesses and
human resource development so as to boost up the economic growth. Effective e-Learning
requires that the education content be delivered and written very differently than in the precedent.
Although e-learning system plays a vital role for a university to tackle their daily teaching
processes and operations, it must be well-utilised to perform effectively. In spite of their benefits,
for instance, as a knowledge sharing centre, e-learning has become an important business process
for corporations, as well as for universities. In spite of all the recent activity, models for how
people teach and learn online are still immature. Often e-learning systems fall short due to the
lack of commitment and the lack of attention of the users to make best use of the results of the
learning process through the software system. Certain reasons also include the system
accessibility, its compatibility, flexibility and others which cause the students refuse to use the
systems.
4
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1.2 Problem Statements
Developers and deliverers of e-learning system need more understanding of how the
students perceive and react to modules of e-learning along with how to most effectively apply a
successful approach to enhance their daily operations. In addition, knowing students' intentions
and understanding the factors that influence students' belief about e-learning system can help the
university management to create mechanisms for attracting more students to adapt to this
environment. Therefore, it is necessary to conduct research that deals more intensively with users'
perception of, attitude towards and intention to use the e-learning system.
Little research has been done in Malaysia to empirically determine the relationship of
university students' e-learning use with personal factors such as perceived usefulness, perceived
ease of use, attitude, and intention to use, with individual factor such as e-learning self-efficacy,
social factors such as subjective norm and organizational factors such as system accessibility,
compatibility and flexibility.
1.3 Research Objectives
The purposes of this study are:
i. to determine whether the e-learning self-efficacy from students towards attitude for the
usage of c-learning system within the university.
ii. to investigate whether the subjective norm from students towards attitude for the usage of
e-learning system within the university.
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iii. to examine whether the system accessibility from students towards attitude for the usage
of e-learning system within the university.
iv. to inspect the perceived ease of use from students w students towards attitude for the
usage of e-learning system within the university.
v. to discover the perceived usefulness from students towards attitude for the usage of e-
learning system within the university.
vi. to find out the perceived value from the students towards attitude for the usage of e-
learning system within the university.
1.4 Research Questions
The study attempts to answer the following research questions:
i. Will e-learning self-efficacy affect the attitude towards the usage of e-learning system
within the university?
it. Will subjective norm affect the attitude towards the usage of e-learning system within the
university?
iii. Will system accessibility affect the attitude towards the usage of e-learning system within
the university?
iv. Will perceived ease of use affect the attitude towards the usage of e-learning system
within the university?
V, Will perceived usefulness affect the attitude towards the usage of e-learning system
within the university?
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vi. Will perceived value affect the attitude towards the usage of e-learning system within the
university?
1.5 Definition of Key Terms
The following terms are defined operationally for the purposes for this study:
" Effectiveness: (i) Measure of a business process can be indicated by the resource inputs
needed to produce a level of an enterprise objective (Chaffey, 2008). (ii) This is a measure
of the match between stated goals and their achievement. It is always possible to achieve
'easy', low-standard goals. In other words, quality in higher education cannot only be a
question of achievements ̀outputs' but must also involve judgements about the goals (part
of 'Inputs') (Fraser, 1994).
" Information: (i) From the modellers and decision-makers perspective: an active carrier of
different structures of knowledge expressed in computer languages and usually focused
on the realization of predefined objectives (its design-goal). It may include build-in
preferences and information and/or request specific IPK as data. (ii) From the software
engineer's perspective: a data-processing tool (Gadomski, 1999).
Information Technology (IT): The acquisition, processing, storage and dissemination of
vocal, pictorial, textual and numerical information by a microelectronics-based
combination of computing and telecommunications (Longley and Shain, 1985).
" System: Any organized assembly of resources and procedures united and regulated by
interaction or interdependence to accomplish a set of specific functions (DOD Joint Staff
Publication No. 1-02,1994).
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E-learning: The delivery of a learning, training or education program by electronic
means. E-learning involves the use of a computer or electronic device (e. g. a mobile
phone) in some way to provide training, educational or learning material (Stockley, 2003).
Self-efficacy: People's beliefs about their capabilities to produce effect (Bandura, 1994).
" Subjective norm: The perceived social pressure to perform a behaviour (Ajzen and
Madden, 1986).
Technology Acceptance Model (TAM): An information systems theory that models how
users come to accept and use a technology. The model suggests that when users are
presented with a new technology, a number of factors influence their decision about how
and when they will use it (Davis, 1989).
" Perceived ease-of-use (PEOU): The degree to which a person believes that using a
particular system would be free from effort (Davis, 1989).
" Perceived usefulness (PU): The degree to which a person believes that using a particular
system would enhance his or her job performance (Davis, 1989).
Perceived Value (PV): A function of what users receive from the service, which is the
technical quality, and how the service is delivered, which is the functional dimension
(Gronroos, 2000).
Acceptance: Users decision about how and when the will use technology (Davis, 1989).
" User Acceptance: The demonstrable willingness within a user group to employ
information technology for the tasks it is designed to support (Dillon and Morris, 1996).
" Attitude: A mental or neural state of readiness, organized through experience, exerting a
directive or dynamic influence on the individual's response to all objects and situations to
which it is related (Allport, 1935).
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Behavioural Intention: An indication of an individual's readiness to perform a given
behaviour. It is assumed to be an immediate antecedent of behaviour. It is based on
attitude toward the behaviour, subjective norm, and perceived behavioural control, with
each predictor weighted for its importance in relation to the behaviour and population of
interest (Ajzen, 2002).
Behaviour: an individual's observable response in a given situation with respect to a
given target. It is a function of compatible intentions and perceptions of behavioural
control in that perceived behavioural control is expected to moderate the effect of
intention on behaviour, such that a favourable intention produces the behaviour only
when perceived behavioural control is strong (Ajzen, 2002).
1.6 Significant of the Study
Theoretically, the findings of this study should expand the already sufficient of literature on
technology acceptance model. New insights can be obtained from synthesizing these literatures
and offering empirical testing. Despite the large amount of research on TAM, considerably no
much intention has been given to its influences on organizational factors towards individual
factors. Researches on TAM in Malaysian universities are also limited. The findings of this study
will contribute to literatures of organizational factors and individual factors that will affect the
intention to use the e-learning system with TAM context.
This study proposed an integrated theoretical framework of university student's new e-
learning system acceptance and intention to use based mainly on the technology acceptance
model (TAM). The objectives of the study were to analyze the relationship of university student's
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intention to use e-learning system with selected constructs such as their attitude, perceived
usefulness, perceived ease of use, and perceived value of the new e-learning system, e-learning
self-efficacy, subjective norm and system accessibility, and to develop a general linear structural
model of e-learning system acceptance of university student that would provide the university
management with implications for better implementing new e-learning system. Also to determine
were some descriptive characteristics of e-learning use and those selected constructs.
1.7 Scope of Study
This study will cover approximately 250 undergraduate and 50 postgraduate students in
Universiti Malaysia Sarawak (UNIMAS), located in Kota Samarahan, Sarawak. UNIMAS was
officially incorporated on 24 December 1992. UNIMAS is the eighth University, established just
after the declaration of Vision 2020. Over the years, the University has developed rapidly with
the establishment of eight Faculties, three Institutes and seven Centres. UNIMAS is a university
committed to being contemporary in character and forward looking in outlook in developing its
education system. Since its inception in 1992, UNIMAS has been dedicated to educating students
who are not only highly knowledgeable and skilled in their respective fields, but also well-
rounded, practical, and rich in culture. Efforts to enhance the quality of teaching-learning are
intensified, supported and strengthened with efforts to improve the quality of the management
processes related to teaching and learning. The study covered the period of January 2011 until
March 2011.
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