Using a digital campus to support electronic learning in Lebanon

A prototype virtual university server in Lebanon (VUSIL) has been designed and implemented. The server is to be used as a basis for the creation of a digital campus facility in Lebanon. An important aspect of the server has been its use as a tool for attempting to assess potential students’ attitudes to this approach to learning. This paper briefly describes the VUSIL system and then reports on an evaluation study within the framework of the Technology Acceptance Model (Davis, 1993). Levels of system acceptance of the VUSIL system were high and a range of subjects was identified that students would like to study using the system. Perceived usefulness was a mediator of the effect of perceived ease‐of‐use on intention‐to‐use VUSIL and the factor perceived ease of use was identified as a prerequisite for achieving high levels of system use, thereby confirming previous research.

[1]  Alan D. Carswell,et al.  Learner outcomes in an asynchronous distance education environment , 2002, Int. J. Hum. Comput. Stud..

[2]  Scott Beckstrand.  Towards More Independent Learning: A Southern Nevada Perspective , 2001 .

[3]  Fred Lockwood,et al.  Innovation in Open & Distance Learning: Successful Development of Online and Web-Based Learning. , 2001 .

[4]  Philip Barker,et al.  A comparison of on-campus and online course delivery methods in Southern Nevada , 2003 .

[5]  Martin Weller,et al.  Delivering Learning on the Net: The Why, What and How of Online Education , 2002 .

[6]  R. McAleese.  Flexible learning in a digital world – experiences and expectations , 2003 .

[7]  Fred D. Davis,et al.  A critical assessment of potential measurement biases in the technology acceptance model: three experiments , 1996, Int. J. Hum. Comput. Stud..

[8]  Fred D. Davis,et al.  User Acceptance of Computer Technology: A Comparison of Two Theoretical Models , 1989 .

[9]  Stephen Hailes,et al.  The Digital University — Building a Learning Community , 2001, Computer Supported Cooperative Work.

[10]  Mahnaz Moallem,et al.  Distance Learning and University Effectiveness: Changing Educational Paradigms for Online learning , 2004, J. Educ. Technol. Soc..

[11]  Jane Webster,et al.  Perceived disorientation: an examination of a new measure to assess web design effectiveness , 2001, Interact. Comput..

[12]  Fred D. Davis,et al.  A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies , 2000, Management Science.

[13]  John O'Donoghue,et al.  Virtual education in universities: a technological imperative , 2001, Br. J. Educ. Technol..

[14]  M. Conner,et al.  The theory of planned behaviour and health behaviours. , 1996 .

[15]  Roy Rada,et al.  Understanding virtual universities , 2001 .

[16]  Paul van Schaik,et al.  Virtual University Support for Lifelong Learning in Lebanon , 2002 .

[17]  Paul van Schaik,et al.  Evaluation of the VUSIL Virtual Learning Environment , 2003 .

[18]  Susan Wiedenbeck,et al.  The mediating effects of intrinsic motivation, ease of use and usefulness perceptions on performance in first-time and subsequent computer users , 2001, Interact. Comput..

[19]  J. Miles,et al.  Applying regression & correlation : a guide for students and researchers , 2001 .

[20]  Gertrude W. Abramson.  Carswell, A. & Venkatesh, V. (2002). Learner outcomes in an asynchronous distance education environment. International Journal of Human-Computer Studies, 56(5), 475-494 , 2002 .

[21]  D. Whittington,et al.  Evaluating three years’ use of a virtual university , 2000 .

[22]  Fred D. Davis.  User Acceptance of Information Technology: System Characteristics, User Perceptions and Behavioral Impacts , 1993, Int. J. Man Mach. Stud..