INVESTIGATING THE INFLUENTIAL FACTORS OF E-LEARNING ACCEPTANCE IN THE YEAR 2 PROFESSIONAL CONVERSION PROGRAM AND YEAR 3 UNDERGRADUATE NURSING STUDENTS: A DESCRIPTIVE CORRELATIONAL STUDY

Abstract

Background: The rise in globalization and advancement in information technology (IT) has led to increase adoption of e-learning by higher education institutions worldwide. It promises to provide greater ease, convenience and flexibility to learners, and it has the ability to improve learning outcome. However, the success of e-learning first and foremost has to depend on the end-user’s acceptance and willingness to adopt the intervention. Due to poor user acceptance of e-learning technology, it is often inadequately utilised. Aims: This study aims to investigate the factors that influence the acceptance of e-learning amongst the Professional Conversion Program (PCP) and year 3 nursing students, and to identify the most influential factor that affects acceptance of e-learning. Design & Method: This study adopts a cross-sectional descriptive correlation study design, using validated questionnaires. The Technology Acceptance Model (TAM) is used to guide the study. 286 PCP and year 3 undergraduate nursing students were recruited. A 27-item validated E-learning Acceptance was administered. Descriptive statistics, one-way ANOVA, Pearson’s correlation tests and multiple regression were used for data analysis. Results: Students had the best perception on the perceived ease of use and teaching materials, while playfulness emerged with the lowest score. However, in spite the students’ strong view that the e-learning conducted in school was easy to use, it had no relevance in predicting one’s behavioural intention as perceived ease of use was the only factor that was not significant in predicting intention to use e-learning. Perceived usefulness was established to be the most influential factor to predict intention to use instead. Conclusions: E-learning curriculum should be student-centric with the students’ perceived usefulness to be the main focus when developing the e-learning modules. Playfulness should also be considered as they promotes a learner’s intrinsic motivation to adopt e-learning.