Computer Application Anxiety, Self-Efficacy and Open Source LearningManagement System AcceptanceNorshidah Mohamed, PhDhttp...
OUTLINE• Introduction• Problem formulation• Solution• Conclusion                        2
INTRODUCTION• The Internet• Learning takes place anywhere and anytime• Before, systems require years to be  implemented• N...
INTRODUCTION .. Cont’• Benefits of open source software  implementation from educational policy  makers’ perspective:   om...
PROBLEM FORMULATION• Open source software presents quick  benefits to educators and educational  policy makers• May pose c...
PROBLEM FORMULATION .. Cont’• Research question: Do computer  application anxiety and self-efficacy  correlate to system a...
SOLUTION
RESEARCH MODEL                  SYSTEM                ACCEPTANCE                  Perceived                  usefulness   ...
THEORETICAL BASIS• Computer anxiety (Heinnsen et al. 1987)• Social cognitive theory (Bandura 1986;  1989; 1995)• Technolog...
DEFINITIONS USED IN THESTUDYConstructs             DefinitionsIntention to use       A person’s decision on a specific    ...
DEFINITIONS USED IN THESTUDY .. Cont’Constructs            DefinitionsSelf-efficacy         An individual’s beliefs about ...
CONTEXT• Research participants – postgraduate  business students at a public institution of  higher learning in Malaysia• ...
POPULATION & SAMPLE• Estimated number for population: 400• Sample for the study: 42                                       ...
MEASURESConstructs                            SourcesIntention to use         Ajzen & Fishbein (1980)Perceived usefulness ...
RESULTS – PROFILE OFRESPONDENTSProfile of respondents     Frequency   %Gender          Male              19       45.2    ...
PROFILE OF MEASURES                                            Mean Intention to use• It is worth to use the Claroline.   ...
PROFILE OF MEASURES .. Cont’                                                   MeanPerceived usefulness• Using the Claroli...
PROFILE OF MEASURES .. Cont’                                                     MeanPerceived ease of use• Using the Clar...
PROFILE OF MEASURES .. Cont’                                                     Mean Self-efficacy• I would be able to us...
PROFILE OF MEASURES .. Cont’                                                  Mean Computer application anxiety• I feel ne...
RESULTS – RELIABILITY ANALYSIS          Constructs               No. of       Cronbach’s                                  ...
RESULTS – CORRELATION ANALYSIS                   ITU              PU          PEOU             SE       CA   ITU          ...
SUMMARY – HYPOTHESESRESULTSHypotheses                                   ResultsH1a: Computer application anxiety is       ...
SUMMARY – HYPOTHESESRESULTS .. Cont’Hypotheses                                   ResultsH1c: Computer application anxiety ...
SUMMARY – HYPOTHESESRESULTS .. Cont’Hypotheses                                   ResultsH2b: Self-efficacy is significantl...
CONCLUSION
THEORETICAL IMPLICATION• Contributed to new knowledge in the  context of open source learning  management system acceptanc...
PRACTICAL IMPLICATION• For educators and educational policy  makers –  oSelection of open source learning    management sy...
LIMITATIONS• Cross-sectional survey research approach• Only students of a particular course  participated in the research•...
FUTURE RESEARCH AREAS• Longitudinal approach• Undergraduates and postgraduates in  other courses or institutions using  Cl...
THANK YOU
Computer Application Anxiety, Self-Efficacy and Open Source Learning Management System Acceptance
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Computer Application Anxiety, Self-Efficacy and Open Source Learning Management System Acceptance

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1st International Conference on Digital Services, Internet and Applications (DSIA '12) Singapore 11 – 13 May 2012. Best Paper Award.

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Computer Application Anxiety, Self-Efficacy and Open Source Learning Management System Acceptance

  1. 1. Computer Application Anxiety, Self-Efficacy and Open Source LearningManagement System AcceptanceNorshidah Mohamed, PhDhttp://www.ibs.utm.myNor Shahriza Abdul Karim, PhDInternational Business SchoolUniversiti Teknologi MalaysiaKuala Lumpur, MALAYSIA 1st International Conference on Digital Services, Internet and Applications (DSIA 12) Singapore 11 – 13 May 2012
  2. 2. OUTLINE• Introduction• Problem formulation• Solution• Conclusion 2
  3. 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. 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. 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. 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. 6
  7. 7. SOLUTION
  8. 8. RESEARCH MODEL SYSTEM ACCEPTANCE Perceived usefulness Computer application anxiety Perceived ease of use Self efficacy Intention to use 8
  9. 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. 10. DEFINITIONS USED IN THESTUDYConstructs DefinitionsIntention 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. 11. DEFINITIONS USED IN THESTUDY .. Cont’Constructs DefinitionsSelf-efficacy An individual’s beliefs about the ability to perform a specific behavior (Compeau and Higgin, 1995)Computer An individual’s phobia of dealingapplication anxiety with computer application (adapted from Heinnsen et al. 1987) 11
  12. 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
  13. 13. POPULATION & SAMPLE• Estimated number for population: 400• Sample for the study: 42 14
  14. 14. MEASURESConstructs SourcesIntention 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 useand intention to use measures where 1 refers to “stronglydisagree” and 5 refers to “strongly agree”. 15
  15. 15. RESULTS – PROFILE OFRESPONDENTSProfile of respondents Frequency %Gender Male 19 45.2 Female 22 52.4 Missing 1 2.4Age 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
  16. 16. 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
  17. 17. PROFILE OF MEASURES .. Cont’ MeanPerceived 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
  18. 18. PROFILE OF MEASURES .. Cont’ MeanPerceived 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
  19. 19. 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
  20. 20. 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 21
  21. 21. RESULTS – RELIABILITY ANALYSIS Constructs No. of Cronbach’s Items alpha (α)Intention to use 4 0.854Perceived usefulness 4 0.811Perceived ease of use 6 0.881Self-efficacy 5 0.848Computer anxiety 4 0.884All measures are reliable since Cronbach’s alpha (α) is > 0.70 22
  22. 22. 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
  23. 23. SUMMARY – HYPOTHESESRESULTSHypotheses ResultsH1a: Computer application anxiety is Not supportedsignificantly and negatively correlated toperceived usefulness of open sourcelearning management system.H1b: Computer application anxiety is Not supportedsignificantly and negatively correlated toperceived ease of use of open sourcelearning management system. 24
  24. 24. SUMMARY – HYPOTHESESRESULTS .. Cont’Hypotheses ResultsH1c: Computer application anxiety is Not supportedsignificantly and negatively correlated tointention to use open source learningmanagement system.H2a: Self-efficacy is significantly and Supportedpositively correlated to perceived usefulnessof open source learning managementsystem. 25
  25. 25. SUMMARY – HYPOTHESESRESULTS .. Cont’Hypotheses ResultsH2b: Self-efficacy is significantly and Supportedpositively correlated to perceived ease ofuse of open source learning managementsystem.H2c: Self-efficacy is significantly and Supportedpositively correlated to intention to use opensource learning management system. 26
  26. 26. CONCLUSION
  27. 27. 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 28
  28. 28. 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 29
  29. 29. 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. 30
  30. 30. FUTURE RESEARCH AREAS• Longitudinal approach• Undergraduates and postgraduates in other courses or institutions using Claroline 31
  31. 31. THANK YOU

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