System use of WebCT in the light of the technology acceptance model: A student perspective

This correlational inquiry, was designed to replicate the Technology Acceptance Model (TAM) and to further expand the TAM, using undergraduate students in two large sized (N > 450) WebCT-enhanced hybrid courses at the University of Central Florida (UCF). U.S.A. Causation was examined among four core latent factors: perceived ease of use, perceived usefulness, attitude toward WebCT, and actual use of Web, and two outside latent variables: computer self-efficacy and subjective norms. Additionally, the students' end-of-course grade was measured as an outcome variable. During the Spring 2003 semester, this structural equation modeling study was conducted, using six instruments: (1) the Usability Instrument, (2) the Attitude Instrument, (3) the Computer Self-efficacy Instrument, (4) the Subjective Norms Instrument, (5) the System Use Instrument, and (6) the Student Demographic Instrument. Data were collected on two occasions. Time 2 model was used to replicate Time I model.; Data were analyzed using path analysis, univariate analysis of variance, and t-test for independent variables in SAS v8 for Windows. Findings of path analysis indicated that the Technology Acceptance Model was successfully tested, which suggested that both perceived ease of use and perceived usefulness are determinants of students' attitude toward WebCT, which, in turn, determined their WebCT use. Results also suggested that students' attitude toward WebCT predicted their end-of-course grade. Analysis of variance and t-test findings indicated that neither students' prior experience with the computer nor their prior experience with the classes using WebCT can impact their perception, attitude, or use of WebCT. Furthermore, course type was the only variable that impacted the Technology Acceptance Model in the U.S. southeastern university. Additional research endeavors should be devoted to measurement of the System Use, campus wide longitudinal data collection, and temporal cross-lagged effects of variables, in the hope to further analyze students' acceptance or rejection of WebCT in E-type courses at UCF.