A model of organizational employees' e-learning systems acceptance

This study examines the factors that influence employees' adoption and use of e-learning systems and tests the applicability of the technology acceptance model (TAM) in the organizational context. We examined the relationship of employees' perceptions of their behavioral intention to use e-learning systems in terms of four determinants (individual, organizational, task characteristics, and subjective norm), to further explore the effects of management and organizational support on the subjective norm. Data were 357 valid questionnaires from four industries in Taiwan. The findings indicate that organizational support and management support significantly affected perceived usefulness and intention to use. Individuals' experience with computers and computer self-efficacy had significantly positive effects on perceived ease of use. Task equivocality significantly influenced perceived usefulness. Organizational and management supports significantly impacted the subjective norm, perceived usefulness, perceived ease of use, and intention to use. Additionally, the results suggest that external variables that affect perceived usefulness, perceived ease of use, and intention to use, need to be considered as important factors in the process of designing, implementing, and operating e-learning systems. The results provided a more comprehensive insight of individual, organizational, and task characteristics in predicting e-learning acceptance behavior in the organizational contexts, rarely tested in previous studies. By considering these identified factors, practitioners can take corresponding measures to predict or promote organizational employees' e-learning systems acceptance more effectively and efficiently. Furthermore, by explaining employees' acceptance behavior, the findings of this research help to develop more user-friendly e-learning systems and provide insight into the best way to promote e-learning systems for employees.

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