| This study combines Technology Acceptance Model (TAM) and Learning Style Inventory (LSI) to explain behavioral intention to adopt and use of computer-mediated communication (CMC) tools. This study seeks to explain CMC acceptance by students at a mid-west university. The study used a quantitative descriptive research design using a survey as the primary means of data collection. A combination of t tests, ANOVAs, chi-squares, and Pearson's product-moment correlation coefficients is used to analyze the data. The results imply that regardless of age, gender, or learning styles the participants have a strong positive behavioral intention for CMC tools in their existing learning environment. The results of this study demonstrated no statistical significant influence for age, gender or learning style to student behavioral intention and use of CMCs. The study results are beneficial to administrators at the university level when making decisions about technologies that affect the teaching and learning process as well as assist in institutional decision making regarding where to commit resources (technology, monetary, labor, etc.) to implement and maintain those systems. |
