THE ROLE OF COMPUTER AND INTERNET ACCESS IN
BUSINESS STUDENTS’ACCEPTANCE OF E-LEARNING
TECHNOLOGY IN UniMAP

MOHANRAJ A/L SUPPARAMANIAM

School of Business Innovation and Technopreneurship,
Universiti Malaysia Perlis,
Pengkalan Jaya,
Jalan Alor Setar - Kangar,
01000 Kangar,
Perlis,
MALAYSIA

DECLARATION

I hereby declare that the project is based on my original work except for quotations and citations which have been duly acknowledged. I also declare that it has not been previously or concurrently submitted for any other MBA at UniMAP or any other institutions.

____________________________
(Signature)
NAME: MOHANRAJ A/L SUPPARAMANIAM
DATE: 10/05/2015

THE ROLE OF COMPUTER AND INTERNET ACCESS IN BUSINESS
STUDENTS’ACCEPTANCE OF E-LEARNING TECHNOLOGY IN UniMAP

By

MOHANRAJ A/L SUPPARAMANIAM

Research Report Submitted in Partial Fulfillment Research Methodology
Requirement of the Degree of Master of Business Administration (MBA)

UNIVERSITI MALAYSIA PERLIS
2015

ABSTRACT

This study was taking into account past research that explored the divergence or crevice between the individuals who have entry to PCs and the
Internet and the individuals who don't( (Hoffman & Novak, 1998; NTIA, 1999b;
Carey, Chisholm & Irwin, 2002; Vail, 2003 Zeliff, 2004; Glenn, 2005). The
Technology Acceptance Model grew by Davis, Bagozzi, and Warshaw (1989) was utilized to explore whether PC and Internet access impacted the acknowledgement of e-learning innovation apparatuses, for example, Blackboard and the Internet. Of the studies led concerning reception of these innovations, a predetermined number have tended to the degree to which school understudies acknowledge these instruments. The dominant part of these studies neglected to consider PC access as a variable in regards to PC innovation acknowledgement.

The E-Learning Technology Acceptance (ETA) study instrument was directed to business understudies at University Malaysia Perlis in Malaysia.
Progressive relapse was performed to test whether PC and Internet access clarified difference well beyond financial status. Relapse investigation uncovered that PC and Internet access influenced the extent to which understudies expect Blackboard

ii

and the Internet to be anything but difficult to utilize. Thus, making an innovation appraisal to be used by e-learning teachers and understudies to gauge the level of
PC and Internet access was suggested. The examinations additionally uncovered that PC and Internet get to altogether affected understudies' demeanor toward utilizing Blackboard and the Internet. Enhancing the level of innovation access ought to be tended to advance uplifting disposition with respect to e-learning instruments. Extra discoveries uncovered that financial status did impact PC proprietorship. A proposal for instructors is to investigate activities that support low wage and minority understudies with acquiring home PCs. At long last, the discoveries recommended that end the advanced partition is insufficient to guarantee innovation

acknowledgement

of

understudies.

The

specialist

recommended that computerized incorporation ought to be the objective of our general public. Proposals for further research recommended by the scientist included researching

different

variables

acknowledgement and PC and Internet access.

iii

that

may

impact

innovation

ACKNOWLEDEMENTS

Most importantly, I might want to thank my Lord and Savior for uncovering
His motivation for me to seek after Research Methodology Mini Project. Without
Him, I am nothing. I need to express gratitude toward God for furnishing me with the devotion, inspiration, and duty to proceed when my craving to proceed faltered.
Next, I might want to thank my adoring and steady companion, Cheah Zi Yang, who continually urged me to take after my fantasies. Much obliged to you for being you. I might want to recognize my Fiance, Sharmila Devi, who persevered through numerous uneventful days while I worked as opposed to issuing him my unified consideration. Much obliged to you for participating with me. At last, I might want to thank the greater part of my relatives who have been imploring and empowering me along the way. To my Mother, Father, sibling, and sister, I devote this exposition to you for being my establishment. I adore all of you.

To my board of trustees individuals, thank you for the greater part of your help and backing. I understand the penance that you have made in consenting to chip away at my board and I admire it significantly. Thank you for working with me and giving profitable info to enhance my work. Prof. Dato Wira Dr. Mohd
Salleh Hj. for the greater part of your measurable learning. I couldn't have finished iv my factual investigation without you. You made being an out-of-state expert understudy much less demanding. Much obliged to all of you.

v

TABLE OF CONTENTS

Abstract

ii-iii

Acknowledgements

iv-v

List of Tables

ix-x

List of Figures

xi

Chapter 1 Introduction

1-4



Statement of the Problem

5



Purpose of the Study

5-6



Assumptions and Delimitations

6-7



Significance of the Study

7-8



Definition of Terms

9-10



Organization of the Study

10

Chapter 2 Review of Literature

11



Distance Education

12-16



Electronic Learning

17-18



Course Management Software

18



Technology Acceptance Model

19-22



The Digital Divide

22-26 vi 

Summary

26

Chapter 3 Methodology

27-29



Design of Study

29



Population

29-31



Instrumentation

31-33



Pilot Study

33-34



Data Collection

34-35



Analysis of Data

35



Summary

36

Chapter 4

Findings

37-38



Respondents

38-39



Characteristics of the Sample

39-45



Data Analysis (Measures)

45-54



Analysis of Research Questions

54-55



Results

55-60



Summary

61

vii

Chapter 5

Summary, Conclusions, Discussion, and Recommendations

62



Summary of the Study

63



Purpose and Significance

63-64



Participants

64-65



Instrumentation

65-66



Data Collection

66



Characteristics of Respondents

67-68



Data Analysis

68



Findings

69-70



Conclusions, Discussion and Educational Implications

71-76



Recommendations for Further Research

77-79



Summary

79-81

References

82-94

APPENDICES

95

E-learning Technology Acceptance Survey Instrument

96-101

viii

LIST OF TABLES

Table 1 Descriptive Statistics: College Major and Age

40

Table 2 Descriptive Statistics: Gender

42

Table 3 Descriptive Statistics: Income

43

Table 4 Descriptive Statistics: Grade Point Average

44

Table 5 Descriptive Statistics: Computer Ownership

44

Table 6 Descriptive Statistics: Access to Internet

45

Table 7 Perceived Usefulness of Blackboard and the Internet

47

Table 8 Perceived Ease of Use of Blackboard and the Internet

48

Table 9 Attitude Toward Blackboard and the Internet

49

Table 10 Intention to Use Blackboard and the Internet

50

Table 11 Results of the Hierarchical Regression of the Perceived Usefulness Variable in Regard to Computer Access

56

Table 12 Results of the Hierarchical Regression of the Perceived Ease of Use Variable in Regard to Computer Access

56

Table 13 Results of the Hierarchical Regression of the Attitude Variable in Regard to Computer Access

57

Table 14 Results of the Hierarchical Regression of the Intention to Use Variable in Regard to Computer Access

58

ix

Table 15 Results of the Hierarchical Regression of the Perceived Usefulness Variable in Regard to Internet Access

59

Table 16 Results of the Hierarchical Regression of the Perceived Ease of Use Variable in Regard to Internet Access

59

Table 17 Results of the Hierarchical Regression of the Attitude Variable in Regard to Internet Access

60

Table 18 Results of the Hierarchical Regression of the Intention to Use Variable in Regard to Internet Access

60

x

LIST OF FIGURES

Figure 1 Technology Acceptance Model

20

Figure 2 Sample Selection at School of Business Innovation and Technopreneurship
UniMAP

31

Figure 3 Dummy Coding Procedure for Computer and Internet Access Variables

xi

54

CHAPTER 1

INTRODUCTION

1.0

Introduction

Since the approach of PCs and the Web have possessed the capacity to change the way we live. Innovation, and others, have changed the standards in the man-the way individuals work, convey, shop, and furthermore learn. Removed Training is a conventional type of instruction identified with correspondence courses. It has additionally profited significantly from the new innovation gadgets in the 21st century. Today, specialized devices, for example, email, satellite association, and feature conferencing programming

1

has been furnishing teachers with the apparatuses to give synchronous and offbeat correspondence with their understudies.

At the postsecondary level, separation instruction has been becoming quickly. Online courses, which might have given the instructor understudy cooperation, being the most straightforward structure for separation instruction at the postsecondary level. As per a study by the Sloan Consortium, roughly
90% of every open establishment have been putting forth online courses
(Allen & Sailor, 2004). In most online courses, teacher had recently put all the data in their conventional courses on the site yet neglected to consider the cooperation expected to encourage learning. As a transcript of an address or
PowerPoint presentations are frequently utilized without considering the different learning styles that have been distinctive. Research likewise demonstrates that understudies who take online courses are extremely worried about educator understudy collaborations. (Whiskers & Harper, 2002;
Perreault, 2002). Understudies would likewise get steady criticism from their educators in the online environment. They additionally need their instructors to be accomplished when they have an issue or concern (Huang, 2002)

Since numerous online educators and understudies need to face issues said above, numerous foundations have as of now picked the idea of electronic or half and half courses to address different issues of separation learning. In online courses, use numerous procedures like putting undertakings on the site and utilization talk rooms and fused notwithstanding learning. In this sort obviously yet at the same time class participation is needed. In a cross breed

2

course, not headings individual once on the web. Every now and then, understudies keep on going to classes physically. This option permits eye to eye communication between the understudy instructors while exploiting innovation (Thieriot, 2004).

In the process help in the conveyance of electronic courses and on the web, numerous organizations and teachers have started to embrace the framework (e-learning) electronic-learning. E-learning frameworks have given teachers a straightforward system to oversee course substance and understudy collaboration in the web. This course programming bundles can be utilized as a part of a totally online or as an upgrade to the customary classroom learning.
On the other hand, numerous foundations have executed e-learning programming bundles,

for example, WebCT and Board, restricted

consideration has been given to the understudies' recognitions about the framework. Despite the fact that studies demonstrate that understudies acknowledge the thought of web realizing, a few studies have been led on whether understudies to admire the idea of utilizing e-learning frameworks in the classroom.

Aside from the concerns of the understudies accepting e-learning framework, get to and utilization of PC innovation additionally is by all accounts a real impediment for teachers to succeed (Glenn, 2005). Numerous understudies who need to exploit the numerous advantages of e-learning can't or think that it hard to do as such in light of the fact that the vast majority of

3

the constrained innovation assets. By and large, the fundamental reasons for this issue includes financial status people have driven the computerized gap.

The computerized separation is the crevice between individuals who have admittance to PCs and the Web and the individuals who don’t ( (Vail,
2003). As indicated by a study College of California-Los Angeles, while
80.1% of understudies in private organizations for the most part utilize email, just 48% of understudies at private schools and colleges history (HBCU) and
41.1% in broad daylight HBCU report utilizing e - mail (Insect, 2000).
Furthermore, a study by the United Negro School Trust found that stand out of six understudies at HBCU have admittance to or possessed PCs, contrasted and one out of each two understudies in establishments (Chappell, 2001).

Understudies who have unhindered access to the innovation in school and/ or at home have a tendency to be more learned and have more PC experience than the individuals who did not (Zeliff, 2004). In situations that are less blessed, whether in school or home, equipment and programming needed to build the utilization of PCs frequently don't exist. On the off chance that understudies have constrained access to a PC, it can influence the recurrence of PC utilization. Interestingly, the recurrence of PC utilization can likewise influence understudies who get or use PC innovation that can be connected as e-learning framework.

4

1.1

Statement of the Problem

The utilization of online learning for including auxiliary classrooms have likewise expanded following the presentation of the PC and the Web. Organizations have likewise received e-learning framework to aid in the conveyance of substance in this course. Albeit numerous exact studies have been directed on the utilization of this innovation in the staff have demonstrated that a set number of which have been tended to the degree to which school understudies get this device. The lion's share of these studies have fizzled because of the procurement of PCs as an element in the acknowledgement of PC innovation.

1.2

Purpose of the Study

Aside from concerns over understudy admission to the elearning framework, get to and utilization of PC innovation likewise is by all accounts a significant impediment for instructors to succeed. Numerous understudies who need to exploit the advantages of e-learning can't or think that it hard to do as such because of numerous mechanical assets are restricted.
As a rule, the basic reasons for this issue has included the financial status
(SES) for a person who created the advanced separation (Glenn, 2005). Given that there are contrasts in the middle of individuals and don't have admittance

5

to a PC, it requires an examination to figure out if the PC access has an effect on the acknowledgement of e-learning innovation. Inquiries of this study is to guide this study are as per the following:

a) To what extent is e-learning technology acceptance explained by computer access after controlling for the effects of socioeconomic status (SES)?

b) To what extent is e-learning technology acceptance explained by
Internet access after controlling for the effects of SES?

1.3

Assumptions and Delimitations

This study has been restricted and hampered by various suspicions or parameters. This study was focused to a subset of school understudies for whom acknowledgement of mechanical advancement that appears to be essential and helpful. Business majors have been on account of they have a tendency to utilize PCs broadly (Groneman, 2004). Just understudies who have business can select in a starting course of business or business correspondence courses have been chosen to take an interest.
Through these confinements, the understudies of diverse majors and individuals who are not in determined courses have been disposed of.
Different disclosures may prompt an alternate degree or courses have been.
This study was constrained just to College Malaysia Perlis (UniMAP) in

6

Malaysia licensed by the Relationship to the Service of Instruction (KPN).
Different establishments perceived or unrecognized may have distinctive scholastic objectives or missions that do exclude e-learning.

An extra confinement is the technique for information accumulation.
This study is constrained to data that has been gotten from self-reported information. In quantitative exploration, polls regularly been utilized as a part of examination for getting recognitions and demeanor. Review is a system that has obliged scientists to acquire information, practices, and inclinations so that
"the multifaceted nature of differential populace from which the example was drawn" is accessible (Rea & Parker, 1997, p. 4). Because of information accumulation strategies, this study is constrained to understudies who have educators why should willing give time for gathering information class. Just to understudies of their class educator who took an interest were incorporated.
Along these lines, the consequences of this study must be summed up to the business understudies of College Malaysia Perlis (UniMAP) who joined in.

1.4

Significance of the Study

Utilizing e-learning out how to enhance training or option instruction is a shape that has significant strategies in showing that is being utilized the world over. It has brought about the prevalence of e-learning activities inside and government levels. This study has concentrated on diverse variables that impact the acknowledgement of e-learning innovation by understudies of the
College. Its significance lies in its capacity to give essential data that was

7

applicable to the issues that will add to understudies' acknowledgement and utilization of e-learning device.

Besides, these studies have inspected the issue of PC and web access and to figure out if these variables may influence understudies' acknowledgement of e-learning innovation. The primary discoveries can give executives and instructors understanding into whether giving understudies extra access to a PC and/ or web will expand understudies' status to take part in e-learning instrument. Assuming this is the case, the size of PC get to or
Web by understudies can be an element to consider when advancing courses in e-learning. In light of the consequences of this study could prompt the business instructors to roll out improvements in their system and changes to their current educational module to recognize issues of innovation utilized by understudies? The discoveries can likewise indicate whether this exploration is as of now meet the mechanical needs of understudies with an end goal to extension the innovation crevice potential that exists between understudies from diverse financial foundations at the postsecondary level.

8

1.5

Definitions of Terms

Terms defined here are used throughout the text with the specific meaning stated below.

a) Chat or threaded discussion: form of online communication that allows students to post and view classroom questions and responses. b) Course management software: web-based system that enables students and educators to engage in e-learning.

c) E-learning: term is used to help describe the various uses of technology for learning, teaching, training, and wider knowledge management (Rowlands, 2003).

d) E-learning system: web-based delivery applications that are used to assist in the management and facilitation of teaching and learning in a course.

9

e) Hybrid course or web enhanced course: face-to-face course that incorporates online technology into the traditional classroom instruction (Theriot, 2004).

1.6

Organization of the Study

This exposition has been isolated into five parts. The main section is incorporates presentation, issue articulation, research destinations, suspicions and impediments of the study, the significance of the study, a definition that has been utilized as a part of studies and examination association. In the writing survey and hypothetical structure displayed in section 2. In part 3 has secured the exploration strategy. In Section 4, the consequences of the study have been displayed. At last in Part 5 has exhibited a talk of the discoveries, conclusions and suggestions for practice and further research. 10

CHAPTER 2

REVIEW OF LITERATURE

2.0

Introduction

This study was directed with the plan to focus the part of PCs and web access to understudies' acknowledgement of e-learning innovation by college understudies and comprehend the variables that have been connected with innovation reception. This study starts with the development of separation instruction in organizations UniMAP, the rise of e-learning and course administration programming definition. Essential exploration has been plot by an exchange on Technology Acceptance Model (Davis, Bagozzi, &
Warshaw, 1989) furthermore the computerized separation.

11

2.1

Distance Education

Since separation training has customarily been characterized as where the main instruction and understudies are divided by time and separation. Because of new innovations, for example, PC, Internet and World
Wide Web, in separation instruction for the change to wind up more understudy jogged, giving understudies more control over their own particular learning (Imeľ, 1998). Separation training can be conveyed through an assortment of routines from four primary classifications

a. Voice-telephones, audio conferencing, short-wave radio, and oneway audiotapes
b. Video-film, slides, videotapes, and videoconferencing
c. Computer-assisted instruction, computer-managed instruction, web applications, internet-based instruction
d. Print-textbooks, study guides, workbooks, and case studies (Willis,
1993).

Of these fundamental showing instruments, Internet-based learning has turned into one of the principle approaches to convey separation learning educational program. This is because of the all the more capable PCs, increment in transfer speed, furthermore another programming bundle that was anything but difficult to learn and utilization (Phipps & Merisotis, 2000).

12

In notoriety of separation instruction has prompted wild rivalry among instructive establishments in the whole nation. As per the National Center for
Education Statistics, more than 50% of state funded colleges that offer separation learning and online courses (Snow, Farris, & Levin, 1999). In this manner, the school manager has constrained teachers to make and convey online courses as quickly as time permits. The National Education Association
(2000) directed an investigation of 402 advanced education specialists and uncovered that one in 10 of them have been showing a separation adapting course. This quick increment in online courses in advanced education has started inquiries regarding whether the investigation of college understudies who got guideline separation tantamount to that got by custom the understudies on grounds.

There are likewise numerous studies that have thought about the customary learning and separation learning. Most of the study demonstrated no critical contrast between the two strategies for instructing. In a preparatory study, which started in 1986, Hiltz (1997) contrasted with conventional understudies (N = 193) to the virtual classroom of understudies (N = 183) of degree courses in humanism, correspondence, English organization, administration, software engineering, math, and insights. His choice was in light of the two-year extend three years for Internet courses that incorporate feature. He utilizes a mixed bag of techniques for appraisal, including surveys, direct perception of online exercises, interviews with understudies, and correlations grade. Hiltz (1997) inferred that 47% of understudies feel the virtual classroom virtual classroom to enhance effectiveness in the conveyance

13

of training, while 23% expressed that it was definitely not. Fifty-eight percent of them have felt that virtual classrooms improve the nature of their instruction. As indicated by Smeaton and Keogh (1999) has officially made an examination that the utilization of computerized and customary address recorded address exhibited to college understudies. Log-record examination and study courses prepost-course utilize has demonstrated that there is no noteworthy distinction in the level of accomplishment as measured before the end of semester exam scores. The outcomes demonstrate that the strategy for conveyance, the utilization of understudies, and experience before the PC does not influence the general execution tests (Smeaton & Keogh, 1999).

What's more, Glenn (2001) has been researching the contrasts between separation instruction understudies (N = 101) and on-grounds understudies (N
= 101) utilizing an example of political science understudy populace. A pretest and post choice has likewise been regulated to gauge understudy progress.
Instruments were utilized to distinguish the impression of understudies. Once more, the outcomes demonstrated that there was no noteworthy contrast between pretest scores and post-execution for both gatherings. Anyhow there are huge contrasts in observations between gatherings of understudies on grounds and separation instruction bunch.

The most persuasive exploration has prompted the sensation of huge contrasts as far as, as reported by Russell in 1999. Russell looked into 355

14

studies for about separation training has been composed from 1928 to 1998.
This study is to make an examination including the survey of specialized articles, reports, and expositions that reported the effect of innovation on learning. Russell did broke down as far as understudy evaluations, test scores, the recurrence of connection in the middle of understudies and personnel, and different components to quantify the distinction that exists between innovation based showing and adapting in a customary classroom. Meta-investigation against some manifestation of execution measures and/ or understudy fulfillment. Taking into account the meta-examination study, Russell inferred that there was no distinction between bunch's critical innovations intervened furthermore customary classroom guideline set (1999).

In spite of the substantial number of near studies touting the adequacy of separation realizing, numerous commentators keep on having reservations about this method of direction. One worry with separation adapting, as with conventional classroom guideline, is that if the course is not grew viably, it can't suit the learning styles of the understudies. Understudies who learn in diverse ways, which implies that there ought to be a mixture of techniques ought to be utilized every once in a while for information exchange online
(Bennett, 2001; James & Voigt, 2001). Another issue of separation learning is the absence of connection regarding understudy to-understudy and understudy to-instructor cooperations (Ryan, Carlton, and Ali, 1999). A few courses may do not have the open door for eye to eye cooperation, which is an essential component in adapting in customary settings. There are the individuals who

15

say that this utmost can be troublesome for understudies to interface and correspond with one another at the level of training.

Additionally, a few analysts likewise accept that near studies outlined ineffectively and have a tendency to utilize understudy comes about as the main autonomous variable (Meyer, 2002). Correlation showing separation learning and conventional instructing is an examination between two diverse educating media. Anyway it’s not genuine brisk correlation of seeing by understudies (Clark, 1994).

At the same time agreeing Lockear, Moore, and Burton (2002), a compelling system for assessing in separation training framework, including directing developmental and summative appraisal. This developmental assessment issues including issues, for example, instructional configuration instructional procedures and issues of interface outline, for example, website page route. Summative evaluation will include gathering information toward the end of the course. Lockear et al. (2002) reasoned that the fundamental ranges of summative appraisal is the main info program, execution, mentality, and the configuration and usage. Separation instruction understudies concerns, for example, access to the conveyance framework, association with staff furthermore collaboration with companions is an imperative thought for execution (Lockear et al., 2002).

16

2.2

Electronic Learning

Regardless of what has been discussion about separation instruction however numerous organizations have grasped the idea of electronic learning
(e-adapting) as an approach to stay focused in the data age (Arabasz & Baker,
2003). E-learning is a manifestation of separation training that not just incorporate online instruction (Schank, 2001; Rowlands, 2003; McArthur,
Parker & Giersch, 2003) .It as per a wide umbrella term used to help clarify the different employments of innovation for learning, educating, preparing, administration and more extensive information (Rowlands, 2003). It likewise speaks to an arrangement of decisions of showing and adapting in foundations and employees can look over and hones (McArthur et al., 2003). Despite the fact that e-learning does not oblige learning materials that will be conveyed by
PC, PC and system must give huge inclusion in learning exercises (Tsai &
Machado, nd).

There are likewise a wide range of mixtures in e-adapting, for example, web showcase, mixture, and online method of direction. In any case, web-upgraded courses have turned into the spine in advanced education. Web courses furthermore, classroom guideline is one of the principle conveyance systems. On the other hand, he has shown web parts that may be incorporated in the online addresses and/ or collaboration, talk or strung talks, and visitor online (McArthur, et al., 2003). The vast majority of the foundations that have picked this system on the grounds that it can join the utilization of innovation

17

while furnishing understudies with the advantages of conventional classroom, for example, eye to eye connection understudy instructor and understudy to understudy cooperation.

2.3

Course Management Software (CMS)

For serving to encourage the improvement of online courses and an improved web. There are a few establishments have received course administration programming or e-learning framework. E-learning framework is an electronic transportation application that aides in dealing with the course.
E-learning frameworks, for example, Blackboard, WebCT, and Web Course in
Box, has been giving different correspondence and administration apparatuses to encourage adapting in an online situation. Instructors can likewise post declarations, assignments, and instructive substance and make and distribute visitor on the web. They additionally can track understudy execution, measure understudy association, and oversee documents of understudies. Board is one of the e-learning framework is the most famous utilized by advanced education establishments on the grounds that it gives a system to the conveyance of the course (Perreault, 2004; Olsen, 2004). The prominence of this stage is construct basically in light of the way that instructors can utilize this framework without having any involvement in PC programming
(Elorriaga, and; Getty, Bird, Burns, & Piele, 2000). The graphical client interface is easy to understand, which takes into consideration simple usage, is another real advantage of this product (Cartwright, 2000).

18

2.4

Technology Acceptance Model

There are likewise words Yang On receipt of Innovation hypothesis. A request to God driving social hypothesis, Everett Rogers (1962), built up the hypothesis of the characterizing qualities Sees five traits of advancement WHICH HAS substance to Determine Rate of Innovation: relative focal point, similarity, multifaceted nature, and trial capacity
According Is said. This is a hypothetical start that development will encounter development in invasion rates Yes or No to meet the accompanying criteria
(Rogers, 1962):



The innovation offers discernible results



The innovation is compatible with existing practices and values



The innovation is not overly complex



There is a trial period for the innovation



The innovation has an advantage relative to others

As per Davis, Bagozzi, and Warshaw (1989) developed Rogers' credits and acquaints multifaceted nature with the Technology Acceptance
Model (TAM). TAM is an adjustment of the Theory of Action (TRA), a generally concentrated on model grew by Fishbein and Ajzen (1975), including determinants of conduct deliberately expected. As indicated by this hypothesis, the execution of a specific conduct is controlled by the conduct of
19

his plan to perform the conduct. In conjunction, behavioral aim is dictated by individuals' state of mind and subjective standards about proper conduct
(Fishbein & Ajzen, 1975). While TRA is a model that predicts mulled over and clarify the conduct over an expansive scope of spaces, TAM expresses that this general model by concentrating on the conduct of PC utilization. It recommends that more than one client to "consider new advancements to be anything but difficult to utilize and valuable, the stronger will be their mentality towards innovation, and the more noteworthy will be their yearning to utilize innovation" (Stoel & Lee, 2003, p. 365)

Perceived
Usefulnes
s

External
Variables

Attitude
Toward
Using

Behavioral
Intention to
Use

Actual
System
Usage

Perceived
Ease of Use

Figure 1. Technology Acceptance Model (Davis et al., 1989)

TAM has been broadly utilized for making the rate of acknowledgement, selection and use in data innovation (Fenech, 1998;

20

Igbaria, Guimaraes, & Davis, 1995; Lederer, Maupin, Sena, and Zhuang,
2000). While most exact studies have affirmed the utilization of TAM in the business environment, couple of studies have tried TAM in instructive climate.

As indicated by the study led by Selim (2003) in an organization demonstrated that utilizing the site of the course acknowledgement model
(individual from CWAM), which is utilized to model TAM web innovation courses. The individual from CWAM utilizing TAM has assembled the utilization, convenience, and usability to research the course site acknowledgement by college understudies. In this model, three builds, the helpfulness of the course site (CWU), the usability of the course site
(CWEOU), and utilization of the site of the course (CWUSE) is utilized. CWU is a "conviction that utilization of the site will surely enhance their learning execution, productivity, and adequacy" (Selim, 2003). CWEOU is the degree to which the client hopes to utilize the site for the course "free of exertion"
(Davis et al., 1989). CWUSE is the aim to utilize the course site.

As per Selim (2003) additionally, taking into account this model, understudies will get a course site as a learning and showing innovation in backing on the off chance that they felt the innovation that will help them to build their adequacy and productivity in learning. Selim additionally dispersed the instrument to an aggregate of 450 college understudies, led exploratory element examination and check utilizing auxiliary comparison displaying strategies, and presumed that it was a model individual from CWAM great a fit to the information. The building turned out to be a vital piece of

21

information about the acknowledgement and utilization of these sites courses as a successful learning innovation by college understudies (Selim, 2003).

2.5

The Digital Divide

With the appearance of the PC in the 1970s, the improvement of programming applications in the 1980s and the development of the World
Wide Web in the 1990s, innovation has made another universe of learning at all levels of training. Despite the fact that innovation has extraordinarily enhanced the instructive procedure, it has gotten to be obvious that not all understudies are harvesting the advantages of innovation in our government funded schools. With the dawning of the data age, it is apparent that there is a difference among innovation utilization between diverse financial gatherings.
The audit of writing including the advanced partition has a tendency to advance around two focal topics: PC access and Internet access.

Former examination in regards to PC access uncovered disparities of innovation access in connection to variables, for example, race/ethnicity, training, topography, pay, age and inability. Studies concentrating on race/ethnicity uncovered that underserved groups including Hispanics,
African-Americans and Native Americans were more averse to have home access to a PC and the Internet than their White partners (Hoffman & Novak,
1998; National Telecommunications and Information Administration [NTIA],
1999). The National Telecommunication and Information Administration
(NTIA) distributed a study from 1997 information acquired from the US

22

Census Bureau. The information were ordered from 48,000 way to-entryway reviews (NTIA, 1999). The outcomes uncovered that White family units were more than twice as likely (40.8%) to claim a PC than Black (19.3%) or
Hispanic (19.4%) families. At the point when calculating wage levels, Whites were more prone to have PCs (76.3%) than Blacks (64.1%) even at the
$75,000 or higher salary level. Also, Whites (21.2%) were about three times as liable to have Internet access contrasted with Blacks (7.7%) or Hispanics
(8.7%).

Utilizing

the

Spring

1997

Commerce

Net/Nielsen

Internet

Demographic Study (IDS) essential information, Hoffman and Novak (1998) inspected racial contrasts in Internet get to and utilization of 5,813 respondents in the US matured 16 and over. The study presumed that Whites were more probable than African Americans to have a home PC and marginally more inclined to have PC access at work. In an extra study utilizing the IDS information, Hoffman and Novak (1999) concentrated on the distinctions in
Web utilization and access among distinctive ethnic and financial gatherings at three separate focuses in time between the spring of 1997 and the spring of
1998. The discoveries affirmed past studies that uncovered incongruities in home PC access and also school PC access.

Later writing with respect to PC access uncovers additionally encouraging insights. As indicated by a study directed by the National Centre for Education Statistics (NCES) (2005), incredible enhancements have been made in giving PC access to understudies in the general population classroom.

23

The study utilized an overview to focus the accessibility and utilization of innovation in schools. The outcomes uncovered 99% of US government funded schools offered Internet access, up from 3% in 1994. Not just has there been a surge in Internet access among schools, the quantity of instructional
PCs every youngster has additionally moved forward. The specialist for this study reasoned that in 2003, the degree of understudies to PCs with Internet access was 4.4 to 1 rather than a 12 to 1 proportion in 1998.

There are a set number of experimental examination studies concerning the issue of PC access. One universal study directed via Carey,
Chisholm and Irwin (2002) analyzed PC access and disposition of 829 business and training understudies from five geographic areas including the
United States. The study uncovered that PC access has an effect on how school understudies see and feel about PCs. The more prominent the entrance, the more positive are the understudies' state of mind towards innovation.

Taking into account another study utilizing the information acquired from the Computer and Internet Usage Supplement to the 2001 Current
Population Survey was led by Robert Fairlie (2003) to study the effect of home PC access and understudy enrolment past the required age. This overview directed by the US Census Bureau and the Bureau of Labour
Statistics, got information from pretty nearly 50,000 family units in the U.S.
Breaking down information from this study, Fairlie (2003) reasoned that there is a positive relationship between owning a home PC and secondary school enrolment past the compulsory age. More than 95% of youngsters among the

24

ages of 16-18 with home PCs were enlisted in school though just 85.4% without home PCs were selected in school. Attewell and Battle (1999) utilized the 1988 National Educational Longitudinal dataset to give confirm that test scores and grades were decidedly identified with home PC utilization. In the wake of controlling for demographic contrasts and individual attributes, understudies with home PCs had test scores that were 3% to 5% higher than the individuals who did not have home PCs.

All the more as of late, O'Dwyer, Russell, Bebell, and Tucker-Seeley
(2005) analyzed the relationship in the middle of home and school PC use and the English/dialect expressions scores of basic understudies. Utilizing individual test scores, thing level accomplishment information, and understudy/educator study reactions, the scientists inspected the relationship between innovation utilization and execution of 986 fourth-grade understudies from 55 in place classrooms all through 9 school regions in Massachusetts. As per the study, in the wake of controlling for earlier accomplishment and financial status, understudies who reported more noteworthy recurrence of innovation utilization for altering in school were prone to have higher aggregate English/dialect expressions tests scores and additionally higher composition scores (O'Dwyer et al., 2005).

While giving more people community to PCs may have appeared to be a viable answer for crossing over the advanced separation, it has gotten to be clear that this methodology is insufficient. An exploration study directed at
Carnegie Mellon University uncovered that despite the fact that individuals

25

were given PCs and Internet associations, numerous quit utilizing the PCs when confronted with specialized issues (Blau, 2002).

2.6

Summary

An examination of the separation training writing gave the foundation including e-learning. Extra survey of the writing uncovered the innovation acknowledgement model grew by Davis et al. (1989), which gives the hypothetical system to this study to comprehend the components that impact understudy acknowledgement of e-learning innovation by school understudies. As per Davis and different analysts, these components incorporate saw convenience, saw usability, and disposition. Writing identified with the advanced gap uncovered different components, for example, PC access that may have an effect on innovation acknowledgement.

26

CHAPTER 3

METHODOLOGY

3.0

Introduction

The utilization of electronic figuring out how to include auxiliary classrooms have likewise expanded subsequent to the presentation of the PC and the Internet all through the nation. Establishments have received elearning framework to support in the conveyance of substance in these courses. Albeit numerous experimental studies have been led on the utilization of this innovation staff in their classrooms. In this study a predetermined number have tended to the degree to which school understudies get this apparatus. The dominant part of these studies fizzle rate, obtainment of PCs as a variable in the acknowledgement of PC innovation.

Likewise, access to and utilization of PC innovation additionally is by all accounts a significant hindrance for instructors to succeed. Numerous
27

understudies who need to exploit the advantages of e-learning can't or think that it hard to do as such. This is because of restricted innovation assets
(Glenn, 2005). By and large, the fundamental reasons for this issue includes financial status (SES) for a person who causes the computerized gap. Glenn
(2005, p. 10) prominent that the advanced gap is a "crevice between the individuals who do and how they don't have entry to cutting edge data innovation." Given that there are contrasts in the middle of individuals and don't have admittance to PCs and the Internet, it requires an examination to figure out if a PC and Internet access influences the acknowledgement of elearning innovation. The majority of the inquiries used to guide this study are as per the following:

a) To what extent is e-learning technology acceptance explained by computer access after controlling for the effects of socioeconomic status (SES)?

b) To what extent is e-learning technology acceptance explained by
Internet access after controlling for the effects of SES?

To answer these questions, a hierarchical regression was used.
Hierarchical regression model was justified by the researchers to determine how computer Internet access and contribute to explain the differences in technology adoption. Interaction in SES variables in the model that eliminates the need for additional research questions.
28

In this part we have demonstrated the technique used to answer the examination questions. It particularly depicts the study plan, populace, and instruments, instrument pilot study, information accumulation strategies and information investigation.

3.1

Design of Study

Quantitative examination methodology was utilized to focus the level of PC get to and use by the understudies of business and different elements that impact the acknowledgement of e-learning innovation.
Quantitative exploration has been done to focus the relationship, effect, and the reasons and is in view of the hypothesis more (Wiersma, 2000). Agreeing
Glatthorn (1998), a study was likewise used to get the chance to evaluate the state of mind, recognitions, and suppositions of business understudies.
Utilizing the former work of Davis, Calhoun, & Warshaw (1989) as the premise for this study, the instrument was designed according to Stoehl and
Lee (2003), which was outlined and utilized for information gathering.

3.2

Population

To lead this study, the target populace comprises of understudies at University Malaysia Perlis (UniMAP) which has been

29

perceived by the Ministry of Education of Malaysia. Testing edge, including understudies at School of Business Innovation and Technopreneurship in
UniMAP. To guarantee that the specimen of subjects who partook in the innovation, business majors selected in courses identified with business have been picked. To discover contact data for an example, all educators in the
School of Business Innovation and Technopreneurship in UniMAP who instructs a basic course of business or business correspondence courses were reached through email. Particular courses chose for these courses is both the requirement for all business majors at UniMAP.

As indicated by the study test was controlled by first distinguishing the quantity of understudies selected in the School of Business Innovation and
Technopreneurship. Utilizing techniques for stratifying the example, the scientists guarantee relative representation of the general business colleges in
UniMAP. Stratified irregular inspecting was utilized when the populace to be inspected are not homogeneous, but rather comprises of a few sub-populaces
(Wiersma, 2000). Data on the sub-populace included in Figure 2. Given the little populace of understudies in UniMAP business (1400.2000 and 100 understudies separately), .4% impact size utilized. As per Dillman (2000), an example size of 278 is suitable for clump inspecting or test size of 322 in 1000 to a gathering of 2000. Since this study concentrated just on business majors;
Researchers intended for bigger example sizes to diminish inspecting mistake.
Accordingly, specialists are attempting to assessing just 50 understudies from the School of Business Innovation and Technopreneurship (PPIPT).

30

Department

Student

4 X enrolment

Major

Sample size by
Department

School of Business PPIPT

1507

61

*50

Total N=

1507

61

n=50

Figure 2 : Sample Selection at School of Business Innovation and
Technopreneurship UniMAP

3.3

Instrumentation

For Using Technology Acceptance Model (TAM) and Course
Web Site Acceptance Model (individual from CWAM) as a system, (ETA) surveys E-learning innovation acknowledgement has been outlined. The overview was designed according to an instrument grew by Stohl and Lee
(2003). Stohl and Lee created the instrument to "study the impacts of understudies' encounters with innovation and electronic adapting on their acknowledgement of the innovation individuals" (2003, p. 364). Davis,
Bagozzi, and Warshaw this innovation acknowledgement model has been utilized as a system for the development of instruments (1989). Thing scale utilized as a part of the model has been tried by Davis et al. for substance legitimacy and dependability in two studies including an aggregate of 152 clients and four application programs. Measures which have brought about two scales, six things with the legitimacy of every one of the .98 to .94 for ease of use and usability (Davis et al., 1989)
31

The Hollingshead (1975) is a four-facto record of financial status
(SES) was utilized to gauge SES. This scale, which has been generally utilized as a part of the sociologies (Cirino, Chin, Sevcik, Wolf, Lovett & Morris,
2002), utilizing folks' training level and control of folks to gauge SES. This build is utilized to focus potential social associations, impact, and force of the respondents. Salary is not used to quantify SES, but rather has been utilized as elucidating data about the members.

As indicated by the paper form of the study have been submitted for examination. By utilizing an electronic review test may bring about one-sided considering the way of the study. This is brought on by one of the builds to be inspected is PC access, a few understudies might not have admittance to PCs and less inclined to react to the electronic overview.

In the way that has been partitioned into five sections. The principal piece of the poll inspired a PC and Internet access and individual demographic data that was recognized from members. The second part contains 14 things intended to gauge the apparent value of the Internet and Blackboard. Slate is an electronic adapting course administration framework embraced by the college in which the study was led. Likert scale was utilized to acquire input members on a size of 1 to 5 (emphatically differ to unequivocally concur). The third area incorporates 12 things measuring encourage the members saw the

32

utilization of the Internet and Blackboard. Likert scale going from
"unequivocally deviate" to "firmly concur" to have lived up to expectations.
The fourth part contained six things that the disposition of the members of the two advances. Once more, the Likert size of 1 to 5 was utilized. The fifth part inspired reactions including members had a tendency to utilize the Internet and
Blackboard. Scales extending from emphatically differ to unequivocally concur (1 to 5) is utilized.

3.4

Pilot Study

To guarantee the nature of this study, a pilot study was led utilizing a gathering of 20 members to focus the time span needed to finish the ETA, furthermore to express inquiries or headings required amendment.
Analysts managed the instrument for business college understudies in a pilot test amid class sessions when members got regard. The pilot study results incited analysts to update some demographic inquiries open to numerous decision addresses keeping in mind the end goal to get a complete criticism from the members.

In a pilot study has additionally been utilized to test the legitimacy and unwavering quality of the substance thing scale. 14-thing size of saw handiness cause unwavering quality .95. Cronbach alpha for the comfort of the

33

12-thing scale was 0.92. 6-thing demeanor and 9-thing scales expectation to utilize has brought about Cronbach alpha level of 0.86 and 0.85 separately.

3.5

Data Collection

School is an authorize as college found principally in Perlis,
Malaysia. Institute of Business Innovation and Technopreneurship (PPIPT) in
Unimap has been chosen as the area for the accumulation of information via analysts. In an overview was given to understudies selected in courses enrolled business personality and business correspondence courses at the School as per the current semester. Parts of the course that was utilized for this study were arbitrarily chosen from a rundown of colleges offering courses accessible.
Rundown of staff have been utilized to contact the workforce to demand authorization to visit classes. In the wake of accepting the input came back from a business teacher consents to join, visit classes have been booked by the analysts. Because of the approbation of the teacher is needed for understudies in their classes to partake, this is one of accommodation tests.

As per the scientists directed the review at every visit classes to all understudies willing to partake. Understudies were educated that support is intentional. Understudies who picked not to take part were requested that sit or deal with different errands until the methodology is finished. In directing the survey, understudies are urged to make inquiries if necessary. Classroom visits via analysts proceed until the rundown of teachers willing to permit them to visit the class has finished.
34

Coding framework was utilized to kill the potential for duplication of respondents. Understudies are requested that enter the last 4 digits of the ID number of the understudies in the overview. Analysts have tossed any study that is rehashed. Moreover, the scientists inquired as to whether they had taken the past review. Provided that this is true, understudies were told not to take the overview for the second time.

3.6

Analysis of Data

Outline connection was utilized to examine the information. The exploration methodology was picked in light of the way of quantitative examination.
Information were broke down by measurable strategies including elucidating investigation utilizing the Statistical Package for Social Sciences (SPSS). Graphic insights were utilized to sort out, outline and clarify the reactions of members.
Likewise, the progressive relapse was additionally used to decide how PC access adds to clarify the change in innovation reception by business understudies. Had an essential open to the measurable systems utilized was situated at an alpha level of
05.

35

3.5

Summary

In this part the technique was utilized to direct this exploration study. Talk of the populace and the improvement of exploration instruments that have been consolidated. The confirmation from the pilot study and the techniques used to gather and dissect information that was additionally examined. In the following part will introduce the outcomes got from this study. 36

CHAPTER 4

FINDINGS

4.0

Introduction

The reason for this study was to focus the impact of PC and
Internet access on e-learning innovation acknowledgement of business understudies. Exploiting e-learning innovation in instruction has been smothered by the financial (SES) hole that exists in regards to mechanical instruments (Glenn, 2005). Since past examination has demonstrated that race and SES are variables concerning the computerized separation, the accompanying inquiries will make whether PC and Internet access has an effect on the acknowledgement of e-learning innovation.

37

a) To what extent is e-learning technology acceptance explained by computer access after controlling for the effects of socioeconomic status (SES)?
b) To what extent is e-learning technology acceptance explained by Internet access after controlling for the effects of SES?

4.1

Respondents

The populace for this study incorporated 1507 business understudies at
University Malaysia Perlis (UniMAP) situated in Perlis, Malaysia. Utilizing stratified testing and an impact size of .4, a specimen sizes of 61 were dead set for School PPIPT. To lessen examining lapse, the objective of the analyst was to gather 50 studies from School PPIPT. To gather the information, business employees showing early on business courses were reached to take part in the study. The business educators were requested that consent control the overviews amid class time.

Utilizing a rundown of educators who consented to partake, class visits were booked and directed. Out of the specialist's objective 50 studies were gathered. Of those acquired, 11 polls were fragmented. Most of the understudies in the classes consented to partake in the study. The 11 inadequate surveys were from those understudies who ruled against support.
Consequently, 50 overviews were utilized as a part of the information investigation. 38

The absence of support may be added to the information gathering system. Ten of the educators reached were hesitant to give up class time by permitting the specialist to regulate the surveys amid class. With an end goal to build support, a subsequent email was sent to the teachers who picked not to partake. The specialist likewise called the educators to energize investment.
These routines brought about the collaboration of two extra teachers.

4.2

Characteristics of the Sample

Overall, 50 business students provided usable responses to the
E-learning Technology Acceptance (ETA) survey during the spring semester of 2005. Table 1 shows the class standing and age of the respondents who completed the questionnaire. Of the students who responded from School
PPIPT, 4% were freshmen. From those who responded from 92% were upperclassmen (juniors, seniors and graduates). Overall, most of the students who responded 66% were between the ages of 21-23. Finally, only 2% of the overall respondents were 36 years of age or over.

39

Frequency Percent Valid Percent Cumulative
Percent
Freshman

2

4.0

4.0

4.0

Junior

3

6.0

6.0

10.0

Graduate Student

8

16.0

16.0

26.0

Senior

35

70.0

70.0

96.0

Other

2

4.0

4.0

100.0

Total

50

100.0

100.0

Valid

Table 1: Descriptive Statistics: Class Standing (n=50)

Frequency Percent Valid Percent Cumulative
Percent
Under 18 years

3

6.0

6.0

6.0

18-20

1

2.0

2.0

8.0

Valid 21-23

33

66.0

66.0

74.0

24-26

8

16.0

16.0

90.0

27-29

4

8.0

8.0

98.0

40

36 and over

1

2.0

2.0

Total

50

100.0

100.0

100.0

Table 1: Descriptive Statistics: Age (n=50)

A slight dominant part of understudies who reacted were 62% females and 38% were guys, showing that the sex degree of the respondents from the school was comparable. Table 2 incorporates definite spellbinding measurements of the respondents' sexual orientation.

The respondents in this study were requested that report their aggregate family wage utilizing a scale that extended from under $10,000 to $200,000 or more. Because of the wording of the inquiry, it couldn't be resolved whether the reported pay was that of the respondent's group of source or that of the individual respondent. With the end goal of this study, it was expected that the reactions from the understudies were alluding to their guardian's pay indicate in Table 3. Just 64% of the general respondents from the schools reported a wage under $10,000. An aggregate of 10% of the respondents from School A reported a wage under $35,000. This recommends that general the respondents from School PPIPT were in lower levels of pay.

The respondents reported their evaluation point midpoints (GPA) utilizing a scale going from beneath 2.0 to somewhere around 3.5 and 4.00.

41

Just 2% of the general respondents from schools reported having underneath a
2.0 evaluation normal. From School, 48% of the respondents had a GPA between 3.00-3.49 in this extent. While just 26% of School respondents had a
GPA extending from 3.5-4.00 inside this extent. See Table 4.

Just 18% of the general respondents from the schools reported not owning a PC. At the point when asked whether they have Internet access, just
14% of the general respondents reported not having Internet access demonstrated in Tables 5 and 6 separately.

Frequency Percent Valid Percent

Cumulative
Percent

Female
Valid

31

62.0

62.0

62.0

Male

19

38.0

38.0

100.0

Total

50

100.0

100.0

Table 2: Descriptive Statistics: Gender (n=50)

42

Frequency Percent Valid Percent Cumulative
Percent
under $10000

32

64.0

64.0

64.0

$10000-14999

3

6.0

6.0

70.0

$15000-$24999

2

4.0

4.0

74.0

$25000-34999

5

10.0

10.0

84.0

$35000-49999

1

2.0

2.0

86.0

$50000-$74999

3

6.0

6.0

92.0

$75000-$99999

3

6.0

6.0

98.0

$100000-

1

2.0

2.0

100.0

50

100.0

100.0

Valid

$149000
Total

Table 3: Descriptive Statistics: Family Income (n=50)

43

Valid

Cumulative

Percent

Frequency Percent

Percent

Below 2.0

1

2.0

2.0

2.0

2.00-2.49

2

4.0

4.0

6.0

2.5-2.99

10

20.0

20.0

26.0

3.00-3.49

24

48.0

48.0

74.0

3.5-4.0

13

26.0

26.0

100.0

Total

50

100.0

100.0

Valid

Table 4: Descriptive Statistics: GPA (n=50)

Frequency Percent

Valid

Cumulative

Percent

Percent

Yes

82.0

82.0

82.0

No

9

18.0

18.0

100.0

Total

Valid

41

50

100.0

100.0

Table 5: Descriptive Statistics: Computer Ownership (n=50)

44

Frequency Percent

Valid

Cumulative

Percent

Percent

Yes

86.0

86.0

86.0

No

7

14.0

14.0

100.0

Total

Valid

43

50

100.0

100.0

Table 6: Descriptive Statistics: Access to Internet (n=50)

4.3

Data Analysis (Measures)

The understudies' that acknowledgement of electronic learning innovation was measured utilizing the E-learning Technology Acceptance
(ETA) study. The instrument incorporated 40 things that deliberate the acknowledgement of e-learning innovation devices on a 5-point Likert-sort scale from "5 = emphatically concur" to "1= unequivocally oppose this idea."
The instrument had four subscales: saw value, saw usability, mentality, and plan to utilize. The apparent helpfulness (PU) scale comprised of 14 Likertsort things that deliberate the apparent value of the Internet and Blackboard.

The PU develop had a Cronbach's alpha (α) of . 953. Table 7 shows that the definite of the expressive insights for everything of the PU develop.
45

The inquiries identified with the apparent handiness of the Internet got the largest amounts of concurrence with mean scores running from 3.62 to 4.22.

Table 8 showcases insights for the usability (EU) develop (α = .
953).This 12-thing scale had mean scores extending from 3.70 to 4.20 with standard deviations somewhere around .723 and 1.01. The largest amount of assentation for this build was for the announcement, "Figuring out how to utilize the Internet is simple," with a mean of 4.20 and a standard deviation of
.723.

The state of mind (A) scale (α = .953) comprised of 6 Likert-sort things that deliberate understudies' mentality toward utilizing Blackboard and the Internet. The mean scores running from 3.78 to 4.12 and standard deviations going from .789 to 1.06 are accounted for in Table 9.

Item
Using the Internet enables me to accomplish study

Mean

Std. Deviation

4.1400

1.01035

3.8600

.75620

4.1400

.78272

tasks more quickly.
Using the Internet improves the quality of the assignments I do.
Using the Internet gives me greater control over my

46

studies.
Using the Internet makes it easier to study and learn.

4.0200

.89191

Using

4.2200

.86402

Using the Internet improves my grade.

3.9800

.76904

Using the Internet enhances the effectiveness of my

4.1400

.96911

3.6200

.92339

3.9600

.92494

Using Blackboard makes it easier to study and learn.

3.7000

.83910

Using Blackboard enhances the effectiveness of my

3.9200

.96553

learning

3.8000

.72843

Using Blackboard improves the quality of the

4.0200

.86873

3.7800

.78999

the

Internet

improves

my

learning

productivity.

study activities.
Using Blackboard gives me greater control over my studies Using Blackboard enables me to accomplish study tasks more quickly.

study activities.
Using

Blackboard

improves

my

productivity.

assignments I do.
Using Blackboard improves my grade.

Table 7: Perceived Usefulness of Blackboard and the Internet (n=50)

47

Item

Mean

Std. Deviation

Learning to use the Internet is easy.

3.9800

.84491

My interaction with the Internet is clear and

3.8000

.90351

3.8800

.82413

Becoming skillful at using the Internet is easy.

3.8400

.84177

Becoming skillful at using Blackboard is easy.

4.2000

.85714

Getting the information from Blackboard is

3.8400

.88893

Learning to use Blackboard is easy.

3.9600

.94675

I believe that it is easy to get the Internet to do

3.7000

.86307

4.0400

.90260

3.8000

.78246

4.0800

.85332

understandable.
Getting the information from the Internet is easy. easy.

what I want it to do.
It is easy for me to remember how to perform tasks using Blackboard.
My interaction with Blackboard is clear and understandable. It is easy for me to remember how to perform tasks using the Internet.

48

I believe that it is easy to get Blackboard to do

3.8400

.81716

what I want it to do.
Table 8: Ease of Use of Blackboard and the Internet (n=50)

Item

Mean

Std. Deviation

I like using the Internet.

4.0000

1.04978

The Internet is easy to use.

3.8800

.84853

The Internet provides an attractive learning

4.1200

.96129

Blackboard is easy to use.

3.8000

.85714

I like using Blackboard.

3.9200

1.06599

Blackboard provided an attractive learning

3.7800

.78999

environment.

environment.
Table 9: Attitude Toward Blackboard and the Internet (n=50)

Understudies' proposition to utilize Blackboard and the Internet was measured by the aim to utilize (IU) build (α = .953). It incorporated 9
Likert-sort things with a Cronbach's alpha of .953, mean scores running from
3.84 to 3.92 and standard deviations extending from .84 and 1.04. See Table
10. The most noteworthy rating (3.92) was for the thing, " I plan to utilize
Blackboard to email comrades and teachers.," while the least appraising (3.84)
49

was for the thing, " I mean to utilize the Internet for exploration to finish ventures for this class.
Item

Mean

Std. Deviation

I intend to use the Internet for research to

3.8400

.84177

3.8600

.85738

3.9000

.86307

3.8000

.90351

3.8000

.94761

3.8800

.91785

3.8600

.94782

3.9200

.94415

3.8600

1.03036

complete projects for this class.
I intend to use Blackboard to access readings and reference materials for this class.
I intend to use Blackboard to look at my grades. I intend to use the Internet to find out how industry uses the concepts I learn in this class.
I intend

to use the

Internet

to

find

explanations of material to supplement the textbook in this class.
I intend to use Blackboard to study for assignments in this class.
I intend to use Blackboard to access the class calendar. I intend to use Blackboard to e-mail classmates and instructors.
I intend to use Blackboard to discuss results of

50

assignments.
Table 10: Intention to Use Blackboard and the Internet (n=50)

Socioeconomic status (SES) was measured by ascertaining a
SES score in view of an equation inferred by Hollingshead (1975). This score was registered by duplicating the scale estimation of

folks' occupations

reported by respondents by a weight of five and the scale esteem for folks' instruction reported by respondents by a weight of three (Hollingshead, 1975).
For instance, the SES score for one guardian would be figured:

Scale

Factor Score

Weight

Score X Weight

Occupation

6

5

30

Education

5

3

15
45

Total Score =

Once processed, the scores were included and partitioned by two if both folks were utilized. The qualities for both the occupations and instruction levels were in view of the work of Will Barnett (2003) who made the Modified Hollingshead Scale. Also, the figured SES score were ordered into five SES classifications (Rains, 2003):

51

SES

Range of SES

category

Scores

1

55 to 66

Major business and professional

2

40 to 54

Medium business, minor professional, technical

3

30 to 39

Skilled craftsmen, clerical, sales workers

4

20 to 29

Machine operators, semiskilled workers

5

7 to 19

Unskilled laborers, menial service workers

Social Strata

Classes for PC and Internet access were made by first registering summated scores utilizing the total of the reactions for inquiry 2 (In which of the accompanying spots do you utilize a PC? ) and question 5 (In which of the accompanying spots do you have entry to the Internet?). For every inquiry, the respondents had 7 decisions from which to choose. The aggregate summated scores for every inquiry ran from 0 to 7 relying upon what number of decisions the respondent chose. The summated scores were then recoded and put in independent variables to assign the level of PC and
Internet access of every understudy. These downright variables set the level of
PC and Internet access into three classes: 1=limited, 2=moderate and 3=high.
In the event that the summated scores went from 0-2, it was set in the
52

restricted class. Summated scores going from 3-4 were put in the moderate class. The high class included summated scores going from 5-7.

PC and Internet utilization were measured in a comparative manner.
All out variables were made to classify the reactions of inquiry 3 (How much of the time do you utilize a PC?) and inquiry 6 (How as often as possible do you utilize the Internet?). Contingent upon the summated scores, the recurrence of PC and Internet use by respondents was additionally put into three classifications: 1=limited, 2=moderate and 3=high. The summated scores running from 0-2, 3-4, and 5-6 were set in the restricted, moderate and high classifications individually.

Since PC access and Internet access are clear cut variables, the information from the respondents was sham coded. Pedhazur (1997) clarified that clear cut variables can be gone into a relapse investigations gave that they are suitably coded. Since the downright autonomous variables in this study have more than three classes, the sham variables that compare to these clear cut variables were entered together as a set. In the various leveled relapse examination, these straight out variables were inspected to decide how the variables add to the change in R-square. Figure 3 shows the coding strategy for making the dummy variables.

53

Dummy Coding “Key” with Moderate Access as the reference group
Code ACCDUM1 as:

Code ACCDUM2 as:

When ACC = 1 (limited)

1

0

When ACC = 2 (moderate)

0

0

When ACC = 3 (high)

0

1

Figure 3:Dummy Coding Procedure for Computer and Internet
Access Variables

4.4

Analysis of Data Related to Research Questions

The exploration inquiries used to guide this study identify with the degree to which e-learning innovation acknowledgement is clarified by PC access and by Internet access, in the wake of controlling for the impacts of financial status (SES). To address these inquiries, numerous relapse investigation was utilized to focus the relationship between free variables and the ward variables of this study. Various leveled relapse was performed to test whether the variables of interest clarify difference well beyond SES. As per the hypothetical

structure,

financial

status

both

impact

innovation

acknowledgement. Subsequently, to control for these two autonomous
54

variables, they were entered first in the relapse model. PC access, one variable of hobby, was entered last. Since the ward variable, innovation acknowledgement, incorporates a few particular components, one relapse investigation was led for each of these variables or ward variables.

Web access was likewise tried in the relapse model. This model additionally utilized the hypothetical structure which proposes that financial status of impact innovation acknowledgement, so these two free variables were entered first. The other variable of interest, Internet access, was entered last. One various leveled relapse investigation for every innovation acknowledgement subordinate variable was directed.

4.5

Results

Research Question 1: To what extent is e-learning technology acceptance explained by computer access after controlling for the effects of socioeconomic status (SES)?

The aftereffects of the various levelled relapse for saw convenience uncovered that of the change clarified by Model SES 9.1%, PC access clarifies just 34.8% of the difference of saw handiness well beyond the

55

fluctuation clarified by financial status. These no huge results are indicated in
Table 11.

The relapse examination for the usability variable is 9.3% uncovered that PC get to fundamentally clarify 28.4% of the change of convenience well beyond the difference clarified by financial status. These discoveries are shown in Table 12.

Model

Change Statistics
R Square Change

F Change

Sig. F Change

SES

.091

.252

.996

Computer Access

.348

21.130

.000

Table 11: Results of the Hierarchical Regression of the Perceived
Usefulness Variable in Regard to Computer Access

Model

Change Statistics
R Square Change

F Change

Sig. F Change

SES

.093

.316

.982

Computer Access

.284

16.375

.000

Table 12: Results of the Hierarchical Regression of the Ease of Use
Variable in Regard to Computer Access

56

The aftereffects of the relapse Model SES for the mentality variable 4.2% demonstrated that PC get to essentially clarifies 25.7% of the fluctuation of state of mind well beyond the difference clarified by financial status. These outcomes are demonstrated in Table 13.

The aftereffects of the progressive relapse for the proposition to utilize variable uncovered that of the fluctuation clarified by Model SES IS 10.4%,
PC get to just clarifies 21% of the difference of plan to use well beyond the change clarified by financial status. These no noteworthy discoveries are indicated in Table 14.

Model

Change Statistics
R Square Change

F Change

Sig. F Change

SES

.042

.317

.924

Computer Access

.257

15.447

.000

Table 13: Results of the Hierarchical Regression of the Attitude Variable in
Regard to Computer Access

57

Model

Change Statistics
R Square Change

F Change

Sig. F Change

SES

.104

.516

.854

Computer Access

.210

11.943

.001

Table 14: Results of the Hierarchical Regression of the Intention to Use
Variable in Regard to Computer Access

Research Question 2: To what extent is e-learning technology acceptance explained by Internet access after controlling for the effects of race and socioeconomic status (SES)?

Various levelled relapse for the apparent helpfulness variable demonstrated that of the difference clarified by Model SES 44.4%, Internet access clarifies just 8.9% of the fluctuation of saw handiness well beyond the change clarified by financial status. Table 15 shows the outcomes in subtle element. The consequences of Model SES 48.9% for the usability variable uncovered that Internet get to altogether clarify 8.7% of the change of convenience well beyond the fluctuation clarified financial status. These discoveries are indicated in Table 16.
58

Model

Change Statistics
R Square Change

F Change

Sig. F Change

SES

.444

1.999

.048

Internet Access

.089

6.466

.016

Table 15: Results of the Hierarchical Regression of the Perceived
Usefulness Variable in Regard to Internet Access

Model

Change Statistics
R Square Change

F Change

Sig. F Change

SES

.489

2.953

.006

Internet Access

.087

7.358

.010

Table 16: Results of the Hierarchical Regression of the Ease of Use
Variable in Regard to Internet Access

The relapse investigation identified with demeanour uncovered that of the difference clarified by Model SES 34.4%, Internet get to altogether clarifies 12.7% of the fluctuation of mentality well beyond the change clarified by financial status. These noteworthy discoveries are point by point in Table
17.

59

Progressive relapse for the aim to utilize variable demonstrated that of the difference clarified by Model SES 28.3%, Internet get to just clarify 16.1% of the fluctuation of expectation to use well beyond the change clarified by financial status. These no critical results are uncovered in Table 18.

Model

Change Statistics
R Square Change

F Change

Sig. F Change

SES

.344

3.760

.004

Internet Access

.127

10.046

.003

Table 17: Results of the Hierarchical Regression of the Attitude
Variable in Regard to Internet Access

Model

Change Statistics
R Square Change

F Change

Sig. F Change

SES

.283

1.752

.109

Internet Access

.161

11.259

.002

Table 18: Results of the Hierarchical Regression of the Intention to Use
Variable in Regard to Internet Access

60

4.6

Summary

This section reported the discoveries of the exploration study.
Expressive measurements uncovered the demographic attributes of the business understudies. A dominant part of understudies were seniors and age of 21-23 though a bigger rate of the understudies from School PPIPT. The family pay reported by the respondents showed that were in wage under
$10000 at School PPIPT. While just a little rate of the general respondents from schools reported not owning a PC is 18%.

Various levelled relapse uncovered no noteworthy clarified difference in saw value or plan to utilize e-learning innovation devices for PC and
Internet access. On the other hand, the examination did demonstrate that PC and Internet get to altogether clarify the understudies' convictions about the convenience of e-learning innovation and their demeanour concerning the elearning innovation instruments. A synopsis and discourse of the discoveries are introduced in the Chapter 5.

61

CHAPTER 5.0

SUMMARY, CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS

5.0

Introduction

This last part displays a synopsis of the finished exploration, survey of the examination discoveries, and conclusions and dialog. Suggestions for future practice and examination are likewise given.

62

5.1

Summary of the Study

5.1.1

Purpose and Significance

Electronic learning (e-learning), the utilization of innovation in instruction, has turned into a pillar in today's postsecondary instructive framework (Arabasz & Cook, 2003). The Web and course administration frameworks, for example, Chalkboard and WebCT, have been used to support in the learning procedure. Lamentably, restricted mechanical assets have ruined a few establishments and understudies from taking part in e-learning.
Not having entry to e-learning instruments and/or the specialized abilities to utilize the e-learning apparatuses are a portion of the difficulties confronted by understudies (Arabasz & Pastry specialist, 2003). Former examination has demonstrated that one fundamental purpose behind absence of access includes the financial status (SES) of an individual (Hoffman & Novak, 1998; Hoffman
& Novak, 1999; NTIA, 1999; Glenn, 2005). On account of the innovation access dissimilarity that exists, this study was directed to explore whether PC access and Web access has an effect on the acknowledgement of an e-learning innovation. The examination inquiries used to guide this study were as per the following: 63

1. To what extent is e-learning technology acceptance explained by computer access after controlling for the effects of socioeconomic status (SES)?

2. To what extent is e-learning technology acceptance explained by
Internet access after controlling for the effects of SES?

Concentrating on the distinctive variables that effect e-learning innovation acknowledgement by school understudies will give profitable data about their eagerness to take part in the utilization of e-learning devices. These discoveries will give knowledge with respect to whether extra access to PCs and/or the Internet may expand understudies' ability to take part in e-learning apparatuses. 5.1.2

Participants

This study was delimited to understudies selected in authorize business programs at college, alluded to as School of Business Innovation and
Technopreneurship (PPIPT), in University Malaysia Perlis. The examining casing incorporated 1507 business understudies at the college. Stratified
64

testing was utilized focus the specimen sizes of 50 from School PPIPT, separated relatively to have a 4% representation from the division. The analyst gathered 50 usable reviews from School PPIPT. In view of the information accumulation technique, leading class visits, support was restricted to business personnel willing to take an interest in the study.

5.1.3

Instrumentation

The E-Learning Technology Acceptance (ETA) instrument was produced utilizing the Technology Acceptance Model (TAM) (Davis, et al.
1989) and Selim's (2003) Course Website Acceptance Model (CWAM) as aides (See Appendix A). The study was designed according to a survey grew by Stoehl and Lee (2003). Stoehl and Lee made the instrument to study understudy Web-based innovation experience and its impact on innovation acknowledgement. The Hollingshead (1975) four-component list, used to gauge financial status (SES), was additionally included in the ETA.

The instrument was separated into six segments and incorporated 55 inquiries. The principal segment included demographic inquiries and those that inspired self-recognized PC and Internet access data from the members.
The second segment included inquiries in regards to the instruction level and control of the folks of the members. Areas 3-6 included inquiries intended to
65

quantify the four innovation acknowledgement develops: saw handiness, saw usability, demeanour, and aim to utilize. Likert scales going from firmly differ to emphatically concur (1 to 5) were utilized for these inquiries. The instrument was steered tried for legitimacy and dependability. In view of the pilot test, corrections were endeavoured to get complete and exact reactions from members.

5.1.4

Data Collection

The specialist reached all the teachers who taught chose starting business courses and business correspondence courses at School of Business
Innovation and Technopreneurship amid 2015 semester. Class visits were booked to regulate the study to the individuals from the classes of all business educators who consented to take an interest. The specialist kept on directing class visits until the rundown of teachers willing to permit class visits was depleted. To expand support a subsequent email was sent to the teachers who picked not to partake. The specialist likewise called the teachers to energize cooperation. These subsequent methods brought about the collaboration of two extra teachers. The reaction rate for School of Business Innovation and
Technopreneurship was 97% of the focused on objective (61 out of 50).

66

5.1.5

Characteristics of Respondents

An aggregate of 1507 business understudies from School PPIPT gave usable reactions to the E-learning Technology Acceptance (ETA) review. The greater part (70%) of understudies from School PPIPT were upper classmen
(senior), while 10% of the understudies were lower classmen. Of the understudies who reacted from School of Business Innovation and
Technopreneurship (PPIPT), a slight dominant part were female (62% separately). The diverse ethnic piece of the School PPIPT was made obvious from the respondents of this study.

The aggregate family earnings reported by the understudies were in beneath levels

of

pay

in

School

of

Business

Innovation

and

Technopreneurship (PPIPT). While just 64% of the respondents reported family pay under $10,000, a sum of 10% of the respondents reported wages between $25000 to $34999 these extents. Due to the way the inquiry was asked, it couldn't be dead set whether the reported wage was that of the respondent's group of source or that of the individual respondent. With the end goal of information investigation, the analyst made the supposition that the reactions about family salary alluded to the folks' pay.
67

While just 14% of the respondents from the school reported not having
Internet access. Primary while 18% of the general respondents from school reported not owning a PC. It is hazy whether the reported PC proprietorship and Internet access were long haul or just since the respondents started school. 5.1.6

Data Analysis

Graphic measurements were utilized to compose, condense and portray the reactions of the members utilizing SPSS. Various levelled relapse examination was utilized to focus the relationship between the autonomous variables (wage, SES, PC access, and Internet access) and the ward variables
(saw convenience, saw usability, state of mind, and plan to use) of this study.
Two relapse models were performed to process the fluctuation of every arrangement of included variables. Model SES of the various levelled relapse utilized the hypothetical structure which recommends variables, for example, financial status both impact innovation acknowledgement. These two free variables were entered first to control for them. The variable of interest, PC access was entered last. Separate relapse examination was led for every ward variable. These steps were rehashed to test Internet access in the relapse model. 68

5.1.7

Findings

Research Questions:

1. To what extent is e-learning technology acceptance explained by computer access after controlling for the effects of socioeconomic status (SES)?

2. To what extent is e-learning technology acceptance explained by
Internet access after controlling for the effects of SES?

E-learning innovation acknowledgement was measured utilizing four builds: saw helpfulness, saw convenience, disposition, and expectation to utilize. The consequences of the progressive relapse for saw value uncovered that PC get to irrelevantly clarified just 34.8% of the change of saw convenience well beyond the fluctuation clarified by financial status (See
Table 11). Web get to just clarified 8.9% of the difference of saw value (See
Table 15). These discoveries demonstrate that PC access and Internet access
69

did not effect understudies' conviction that utilizing e-learning innovation devices (Blackboard and the Internet) will enhance class execution.

Relapse examination of the usability variable presumed that PC get to altogether clarified 28.4% of the change of convenience well beyond the fluctuation clarified by financial status. Web get to altogether clarified 8.7% of the difference of usability. These outcomes uncovered that PC and Internet access did influence the extent to which the understudies expect Blackboard and the Internet to be anything but difficult to utilize. See Table 12 and Table
16 separately for point by point insights.

The relapse model for the disposition variable demonstrated that PC get to fundamentally clarified 25.7% of the difference of mentality well beyond the fluctuation clarified by financial status. Web get to altogether clarified 12.7% of the change of the demeanour variable. These outcomes, showed in Table 13 and Table 17, show that PC and Internet access does essentially affect the understudies' state of mind toward utilizing Blackboard and the Internet.

The various levelled relapse for the plan to utilize variable uncovered that PC get to just clarified 21% of the difference of proposition to utilize and
Internet get to just clarified 16.1% well beyond the fluctuation clarified by
70

financial status. These non-critical results demonstrate that neither PC access nor Internet get to altogether influenced the understudies' expectation to utilize
Blackboard and the Internet. (See Tables 14 and 18 separately).

5.2

Conclusions, Discussion and Educational Implications

5.2.1

Digital Divide

While the discoveries from this study did not obviously uncover whether an advanced gap in regards to PC utilization existed among the respondents taking into account their financial status, a few conclusions can be made about this issue. Generally speaking, a little rate of the respondents of this study reported an absence of PC possession and Internet access. Be that as it may, the understudies from the predominately organization had a larger amount of PC possession. What's more, the understudies from School had lower family salaries. These discoveries recommend that financial status
(SES) may be pointers of PC access.

To expand PC responsibility for and low-wage understudies, a few
University locale have executed projects to give PCs or Internet access to understudies at home. Case in point, a free school region in Plano, TX
71

furnished around 450 understudies with more established model surplus PCs that were no more utilized (Vail, 2003). In Arlington, VA, an award venture called "PCs in the Home" gave understudies with renovated PCs to their homes (Shapiro, 2005). Another business college region in Chapel Hill, NC added to a home-loaner project, in which understudies were given "slight customers" rather than PCs. These are little boxes that incorporate Internet association, word handling, email and other instructive programming projects.
The crates, which are missing hard drives and floppy plate drives, cost give or take $250 every (Vail, 2003). These sorts of activities and projects can be executed at the postsecondary level to help in giving PC access to advanced education understudies.

In an underprivileged establishment in which an extensive number of understudies are without home PCs, it may get to be practically difficult to furnish each understudy with a home PC. The Branch of Training built up an activity that advances programs that show the successful utilization of innovation by giving innovation focuses in urban and country territories and monetarily upset groups. The Group Innovation Focuses system is a Kuala
Lumpur-based system of more than 1000 associations that help give group innovation focuses at the neighbourhood, national and worldwide level. These focuses can be utilized by understudies to get to data innovation and related learning administrations. Postsecondary instructors ought to make school understudies educated of these sorts of assets with the goal that they can be used by the advanced education group.

72

5.2.2

Ease of Use Perceptions about Blackboard and the Internet

In view of the consequences of this study, another conclusion that can be drawn is that the level of PC and Web get to that business understudies have affects their observations about that it is so natural to utilize e-learning devices, for example, the Web and course administration frameworks, particularly Writing board. Whether understudies saw Slate and the Web to be anything but difficult to utilize was additionally impacted by the recurrence of
PC and Web utilization. As may be normal, this recommends that apparent convenience of Chalkboard and the Web may increment as understudies invest more energy utilizing the PC and the Web. Levine and Donitsa (1998) inferred that more PC utilization has a constructive outcome on saw PC self-assurance.
What's more, Reznich (1996) uncovered that expanded PC utilization diminished uneasiness in word transforming courses. Thusly, when showing elearning courses, teachers ought to consider the level of PC access and Web access understudies have. This could influence the systems and assignments educators use when conveying the course. Likewise, understudies who are mulling over enlisting in separation learning courses ought to consider their level of PC/Web access before settling on this choice. Considering this variable may enhance their potential for achievement in e-learning courses by guaranteeing that the understudies feel great utilizing the innovation.

73

To pick up data about innovation get to, an evaluation could be used to focus the areas and the recurrence of PC and Web access for understudies. Elearning teachers ought to control such an appraisal to their understudies toward the start of every semester. The aftereffects of this evaluation could empower the teachers to make changes in accordance with guarantee that every understudy has enough presentation to the e-learning advances expected to finish the course effectively.

Notwithstanding regulating the evaluation toward the start of the semester, an appraisal ought to be posted on the separation learning site of the foundation. Setting it on the college site will empower potential e-learning understudies to be mindful of their level of openness to e-learning innovation devices. Giving data on the site clarifying how PC/Web access may have an effect on understudies' state of mind and their observation about the simplicity of utilizing the e-learning conveyance framework will be useful in the choice making methodology for these understudies.

5.2.3

Attitudes about Blackboard and the Internet

Another conclusion that can be drawn from this study is that understudies' state of mind toward utilizing Board or the Web are affected by their level of PC and Web access. Understudies' sentiments about utilizing
74

these mechanical instruments may be impacted by whether they possess a PC or the measure of PC and Web access they have on their grounds. The discoveries of this study were in concurrence with former research that has demonstrated that an inspirational mentality toward PCs is a significant consider helping understudies to learn PC advances (Anderson & Reed, 1998;
Zhang & Espinoza, 1998). Hence, launching systems to expand PC and Web access may enhance understudy disposition, which might thusly effect understudies' capacity to learn utilizing e-learning advances.

5.2.4

Beyond the Digital Divide

Another intriguing finding was the consequences of the various levelled relapse model in regards to saw handiness. While the outcomes uncovered unimportant discoveries about whether PC access impacts understudy view of the degree to which Chalkboard and the Web are valuable in enhancing class execution, the outcomes did demonstrate that SES altogether affected the understudies' impression of the helpfulness of these instruments. Notwithstanding this discovering, the consequences of this study uncovered that PC access does not impact understudies' proposition to utilize e-learning innovation.

75

These discoveries recommend that PC access is insufficient to close the computerized separation. Examination has demonstrated that essentially giving understudy’s innovation does not ensure that the understudies will utilize it (Blau, 2002). Accordingly, the more sensible issue that needs to be tended to is computerized incorporation. Guaranteeing that all people, paying little respect to their financial status, have admittance to and are utilizing the innovative apparatuses as a part of this advanced age ought to be a sympathy toward our general public. To be profitable individuals from our general public and to contend in the inexorably worldwide economy, we should all be digitally joined.

To help in the development toward advanced consideration, profession and specialized teachers must give understudies the specialized aptitudes expected to utilize the innovation. Instructors should likewise furnish understudies with basic intuition abilities to decide. These deep rooted learning aptitudes will guarantee that understudies can stay side by side of current advancements that advance. Also, people need access to various and important substance on the Web. Individuals from various foundations won't discover data on the Internet to be important and valuable in the event that it is bereft of data relating to their way of life.

76

5.3

Recommendations for Further Research

In view of the discoveries and conclusions for this study, the accompanying suggestions for further research are displayed.

Age was not viewed as a variable of enthusiasm for this study. On the other hand, it is vital to say that the respondents from School of Business
Innovation and Technopreneurship (PPIPT) were by and large more youthful.
Since more understudies in claimed PCs, it would be intriguing to research whether the level of PC and Internet access is affected by generational age. As per Karuppan (2001), more youthful understudies are more prone to utilize the
Internet than more seasoned understudies. It would be intriguing to figure out if more seasoned individuals have diverse encounters with innovation than more youthful individuals.

In the wake of dissecting the reactions of the members in this study, the information uncovered that the most elevated amounts of concurrence on the announcements that identified with acknowledgement of the Internet instead of Blackboard. Considering that Blackboard is one of a few financially promoted course administration frameworks, it might be useful to examine whether another framework would uncover more positive levels of assentation
77

concerning innovation acknowledgement. For instance, there is an imaginative option that is called "open source" course administration programming (Olsen,
2003). Open source course administration programming is allowed to clients and is produced through organizations between business organizations and scholastic instructors from driving specialized establishments. On the off chance that open source course administration programming is the future pattern, it might be useful to focus the level of acknowledgement of this sort of programming among both understudies and personnel.

The aftereffects of this study uncovered that PC and Internet access did not altogether impact understudies' aim to utilize Blackboard or the Internet or whether understudies see these instruments to be valuable. A variety of this study could be led to focus the purposes behind these discoveries.
Distinguishing the variables that effect an understudy's aim to utilize elearning innovation later on could be useful in advancing e-learning devices at the college level. Additionally, figuring out what elements impact an understudy's conviction that innovation is valuable will aid e-learning teachers in growing more viable projects and courses.

At long last, this study examined the impact of PC and Internet access on innovation acknowledgement while controlling for SES. Model SES of this relapse model broke down the impact of these two variables together. The model uncovered that SES did essentially impact the apparent value variable

78

yet not the other innovation acknowledgement builds. A universal study directed via Carey, Chisholm, and Irwin (2002) uncovered that of the five countries spoke to, people from the United States and Australia had the most abnormal amount of saw PC helpfulness. People from the slightest affluent countries, China and Ghana, had the most minimal level of saw PC handiness.
Further research may investigate the collaboration of SES as identified with the innovation acknowledgement variables.

5.4

Summary

Data from this study may be advantageous for educators and understudies in advanced education. The discoveries give e-learning instructors with the knowledge to roll out instructional outline improvements and adjustments when creating and conveying e-learning courses. Since financial status do seem to impact saw handiness of the Internet and
Blackboard, it might likewise affect PC possession. In this manner, instructors ought to take the activity to look for financing that would help minority and low salary understudies with getting home PCs. PC possession has a critical effect on understudies' state of mind towards PCs (Seyal Afzaal, Rahim, &
Rahman, 2000). Furnishing understudies with home PCs and pertinent electronic exercises may enhance the scholastic accomplishment of understudies (Wenglinsky, 1998).

79

A worldwide study led via Carey, Chisholm, and Irwin (2002) uncovered that people from wealthier countries saw PCs to be more valuable and a larger amount of PC access than those from less affluent countries.
Essentially, this study reasoned that the level of PC and Internet access and the recurrence of PC and Internet use by business understudies sways whether they see e-learning apparatuses to be anything but difficult to utilize. While this study did not investigate race and class particularly, the outcomes did uncover that these variables affected saw value of PCs. An innovation appraisal ought to be used by e-learning instructors and understudies to quantify the level of PC and Internet access.

Incessant PC utilize and access will enhance understudies' fearlessness towards PCs (Levine & Donitsa, 1998). Additionally, the aftereffects of this study uncovered that understudies' sentiments about utilizing e-learning devices are impacted by their level of PC and Internet access. While the
Levine and Donitsa study researched secondary school understudies, this study concentrated on school understudies. To advance uplifting mentality in regards to e-learning apparatuses, teachers ought to create techniques to enhance the level of PC and Internet access of their understudies.

At last, the discoveries suggested that end the computerized gap is insufficient to guarantee innovation acknowledgement of understudies. In spite of the fact that race and financial status did effect understudies' apparent convenience of innovation, it didn't effect understudies' proposition to utilize innovation. Along

these

lines,

80

this

examination

recommends

that

computerized consideration ought to be the objective of our general public and instructive frameworks. Guaranteeing that all understudies paying little respect to financial status have entry to and are utilizing innovation ought to be a definitive sympathy toward our general public.

81

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APPENDIX
E-Learning Technology Acceptance
Survey Instrument

95

THE ROLE OF COMPUTER AND INTERNET ACCESS IN
BUSINESS STUDENTS’ACCEPTANCE OF E-LEARNING
TECHNOLOGY IN UniMAP
Because you are a business student, you have been selected to voluntarily participate in a research study. Your responses are critical to gaining insight on students’ perceptions of e-learning technology. Your completion of the survey constitutes your consent to participate in the study.
Thank you very much for your participation.

Please answer the following questions about yourself by checking your responses.
1.

Do you own a computer?

2. In which of the following places do you use a computer? (Check all that apply)

3. How frequently do you use a computer? (Check one)

4. Do you have access to the Internet?

5. In which of the following places do you have access to the Internet? (Check all that apply)

96

6. How frequently do you use the Internet? (Check one)

7. Have you ever used the Blackboard course management system?

8. What is your gender? (Check one)

9. What is your University/college major?

10. What is your class standing? (Check one)

11. Are you currently taking the following classes?





Engineering Entrepreneurship
International Business



Engineering Management

97

12. What is your overall GPA?

13. What is your age?

14. What is your family’s total annual income?

98

Please answer the questions below by ( ̸ ) that most closely reflect your level of agreement with the statement.

No
15.
16.

Perceived Usefulness
Using the Internet:
Enables me to accomplish study tasks more quickly.
Improves my grade.

17.

Gives me greater control over my studies.

18.
19.
20.

Improves the quality of the assignments I do.
Improves my learning productivity.
Enhances the effectiveness of my study activities.

21.

Makes it easier to study and learn.

No

I.

II.

22.
23.

Perceived Usefulness
Using Blackboard
Enables me to accomplish study tasks more quickly. my grade.
Improves

24.

Gives me greater control over my studies.

25.
26.
27.

Improves the quality of the assignments I do.
Improves my learning productivity.
Enhances the effectiveness of my study activities.

28.

Makes it easier to study and learn.

99

1 2 3 4 5

1 2 3 4 5

No
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.

No

III.

Ease of Use

1 2 3 4 5

It is easy for me to remember how to perform tasks using the Internet.
I believe that it is easy to get the Internet to do what
I want it to do.
My interaction with the Internet is clear and understandable. Getting the information from the Internet is easy.
Learning to use the Internet is easy.
Becoming skillful at using the Internet is easy.
It is easy for me to remember how to perform tasks using Blackboard.
I believe that it is easy to get Blackboard to do what
I want it to do.
My interaction with Blackboard is clear and understandable. Getting the information from Blackboard is easy.
Learning to use Blackboard is easy.
Becoming skillful at using Blackboard is easy.

IV.

Attitude

1 2 3 4 5

41.
42.

The Internet is easy to use.

43.

The Internet provides environment. I like using Blackboard.

44.
45.
46.

I like using the Internet. an attractive

learning

Blackboard is easy to use.
Blackboard provides environment. an

attractive

100

learning

No

V.

47.
48.

For research to complete projects for this class.
To find out how industry uses the concepts I learn in this class.
To find explanations of material to supplement the textbook in this class.

49.

No

Intention to Use
I intend to use the Internet in the future:

I.

Intention to Use
I intend to use Blackboard in the future 50.

To e-mail classmates and instructor.

51.
52.
53.
54

To discuss results of assignments.

55

To study for assignments in this class.

To access the class calendar.
To look at my grades.
To access readings and reference materials for this class. Thank you for your help!

101

1 2 3 4 5

1 2 3 4 5