Mohammad Reza Taghva; Ebrahim Rajabpour; Sara Babaahmadi
Volume 1, Issue 3 , June 2014, , Pages 165-188
Abstract
Web-based e-learning is not restricted by time or place and can provideteachers with a learning environment that is flexible and convenient, enablingthem to efficiently learn, quickly develop their professional expertise,and advance professionally. This study aims has been evaluate the acceptanceof using ...
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Web-based e-learning is not restricted by time or place and can provideteachers with a learning environment that is flexible and convenient, enablingthem to efficiently learn, quickly develop their professional expertise,and advance professionally. This study aims has been evaluate the acceptanceof using web-based e-learning systems for in-service education of employeesin Jihad agriculture of Bushehr. In order to, We distributed questionnairesto 190 employees in Jihad agriculture of Bushehr. This study usedthe Technology Acceptance Model (TAM) as our theoretical foundation andemployed the Structure Equation Model (SEM) to examine factors that influencedintentions to use in-service training conducted through web-basede-learning. The results showed that Internet self-efficacy were significantlypositively associated with behavioral intentions regarding the use of webbasede-learning for in-service training through the factors of perceived usefulnessand perceived ease of use. The factor of motivation to use had asignificantly negative effect on behavioral intentions through the factor ofperceived ease of use. Perceived usefulness and perceived ease of use werethe primary reasons for the acceptance of web-based e-learning systems forin-service training
