Factors Motivating the Adoption of e-Learning Technologies

Abstract

This study uses expectancy theory in an experimental setting to explain student motivation in adopting e-Learning technology. Data gathered from 173 students, having classroom exposure to e-Learning technologies, suggest that expectancy theory is appropriate for evaluating and understanding a student's motivation to adopt an e-Learning technology. On average, students considered information acquisition as the most attractive outcome of an e-Learning technology. Further, empirical evidence suggests that e-Learning technology adoption is more likely to succeed 1) when the technology is perceived by students to be in their best interest, and 2) when students perceive that reasonable efforts will result in successful adoption.