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A study on e-learning take-up intention from an innovation adoption perspective: a case in China

Research Output: Contribution to journal Article Peer-review

Abstract

This research aims to examine, from an innovation adoption perspective, Chinese students’ intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers’s relational model of perceived innovation attributes. Rogers’s model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n = 215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention. *

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 237-246

Journal (Volume, Issue Number)

Computers and Education (Volume 55, Issue 1)

Publication milestones

  • Published - 01/01/2010

Publication status

Published - 01/01/2010

ISSN

0360-1315

External Publication IDs

  • handle.net: 10547/223007
  • Scopus: 77949653874

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