Learning styles and acceptance of e-learning management systems: an extension of behaviour intention model
by Hsin-Ke Lu
International Journal of Mobile Learning and Organisation (IJMLO), Vol. 6, No. 3/4, 2012

Abstract: Considerable research has analysed various factors that influence adopting e-learning/m-Learning Management Systems (LMSs), the majority focusing on the moderating effects of individual difference. Most studies of individual difference have focused on demographic variables, such as: age, gender, education and individual experience. However, this study is concerned with the individual cognitive difference and the adoption of e-learning/m-learning management systems, focusing on the interplay between users' perceptions of behavioural intention and learning styles. The research sample comprises 212 undergraduate students enrolled in a semester-long blended learning class and was used to investigate the effects of learning style on individual beliefs, attitudes, willingness and usage behaviours toward adopting a web-based learning system. This study classifies students into different groups by hierarchical cluster analysis of learning styles. A path analytic model and correlation analysis suggest that learning style influences perceptions of ease of use, usefulness, willingness and usage behaviour.

Online publication date: Tue, 23-Dec-2014

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