期刊
COMPUTERS IN HUMAN BEHAVIOR
卷 22, 期 5, 页码 816-829出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.chb.2004.03.006
关键词
e-learning; gender differences; technology acceptance model
This research attempts to extrapolate the results of education research about computer usage and IS research about technology acceptance to e-learning. Based on the Technology Acceptance Model (TAM), the objectives of this study are to explore gender differences in perceptions and relationships among dominants affecting e-learning acceptance. A survey of 67 female and 89 male employees taken from six international companies at the Hsin-Chu Science-based Industrial Park in Taiwan shows that men's rating of computer self-efficacy, perceived usefulness, perceived ease of use, and behavioral intention to use e-learning are all higher than women's. Additionally, we found that women were more strongly influenced by perceptions of computer self-efficacy and ease of use, and that men's usage decisions were more significantly influenced by their perception of usefulness of e-learning. These findings also suggest that researchers should take into consideration factors of gender in the development and testing of e-learning theories. Managers and co-workers, moreover, should realize that e-learning may be perceived differently by women and men. Based on these findings, implications for theory and practice are discussed. (c) 2004 Elsevier Ltd. All rights reserved.
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