Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies

By Chorng-Shyong Ong, Jung-Yu Lai, Yi-Shun Wang. Information Manager (The), 2004

712 citations recorded by the source corpus.

Subfields: Communication, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/3f4476f78b57a171ba803eade6b96253cae311de

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Citations in the corpus

Antecedents and consequences of e‐learning acceptance (2011, methodology): “In an e-learning context, CSE has been shown to inﬂuence PEOU in prior studies (e.g. Ong et al ., 2004; Lee, 2006; Ong & Lai, 2006; Pituch & Lee, 2006; Roca et al ., 2006), and researchers (e.g. Ong et al ., 2004; Ong & Lai, 2006) have empirically examined that it can be an important factor…”
Using the Technology Acceptance Model in Understanding Academics' Behavioural Intention to Use Learning Management Systems (2014, background): “[57] highlights that intention to use e-learning is also effected by perceived ease of use.”
Integrating Technology Acceptance Model With Innovation Diffusion Theory: An Empirical Investigation on Students’ Intention to Use E-Learning Systems (2019, background): “In spite of the increased usage of e-learning, still there is a lack of utilizing this technology which poses a problem in itself [4], [6].”
Predicting consumer intention to use mobile service (2006, background): “…effect of perceived credibility on behavioural intention to use IT/IS in the context of internet banking (Wang et al ., 2003), electronic learning (Ong et al ., 2004), m-banking (Luarn & Lin, 2005) and electronic tax ﬁling (Wang, 2003), and it extends its generalizability to the context of…”
The importance of perceived trust, security and privacy in online trading systems (2009, background): “For example, Venkatesh et al. (2003) found that perceived ease of use was significant only in the initial stages of learning to use various applications.”
Learners' acceptance of e-learning in South Korea: Theories and results (2009, background): “To understand an engineer’s acceptance of e-learning, Ong, Lai, and Wang (2004) proposed a construct, perceived credibility, which measures the degree to which a person believes that a particular system would be free of privacy and security threats.”
Adding Innovation Diffusion Theory to the Technology Acceptance Model: Supporting Employees' Intentions to use E-Learning Systems (2011, background): “, 1989; Arbaugh, 2002; Wu, Tsai, Chen, & Wu, 2006); additionally, existing antecedents of the technology acceptance intention in the TAM model do not sufficiently reflect the e-learning system end users’ acceptance within organizations (Ong et al., 2004; Lau & Woods, 2008).”
Factors affecting purchase intention on mobile shopping web sites (2009, methodology): “adapted from studies by Davis (1989) and others (Mao et al., 2005; Ong et al., 2004; Venkatesh and Davis, 1996).”
Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness (2006, background): “It has become one of the fastest-moving trends [51] and aims to provide a configurable infrastructure that integrates learning material, tools, and services into a single solution to create and deliver training or educational content quickly, effectively, and economically [37].”
An empirical investigation into factors influencing the adoption of an e-learning system (2006, background): “…antecedents of technology adoption, and have also suggested various ways of broadening the overall applicability of the TAM (e.g., Davis et al., 1992; Igbaria et al., 1997; Gefen and Straub, 1997, 2000; Venkatesh, 2000; Venkatesh and Davis, 2000; Gefen, 2003; Hsu and Lu, 2004; Ong et al., 2004).”
Understanding e-learning continuance intention in the workplace: A self-determination theory perspective (2008, background): “For example, subjective norm (Bhattacherjee, 2000; Taylor & Todd, 1995a; Venkatesh & Davis, 2000), perceived credibility (Ong et al., 2004), perceived risk (Hsu & Chiu, 2004a) and computing support and training (Venkatesh & Davis, 2000).”