Determinants of Lectures' E-learning Usage in Universitas Negeri Yogyakarta Based on Extended Technology Acceptance Model

Abstract

Several studies have suggested that behavioral and social factors influence the implementation of e-learning apart from technological mechanisms. Therefore, this study aims to prove the significance of these factors related to the acceptance and use of e-learning by lecturers at Universitas Negeri Yogyakarta. This study used a modified Technology Acceptance Model (TAM) by including four additional constructs, namely job relevance, coercive pressure, mimetic pressure, and normative pressure. This ex post facto study administered an online survey to collect data from lecturers at Universitas Negeri Yogyakarta who have used e-learning, represented by Faculty of Engineering, Faculty of Education, Faculty of Language and Arts, Faculty of Social Sciences, Faculty of Mathematics and Natural Sciences, and Faculty of Sports Science. The data were analyzed using the partial least square (PLS) approach. The findings indicated that first, the strongest determinants of perceived usefulness were the variables of perceived ease of use and mimetic pressure, then followed by variables of normative pressure, job relevance, and coercive pressure. Second, the factors that influence behavioral intention are variables of perceived usefulness, job relevance, and perceived ease of use. Meanwhile, the coercive pressure variable was not proven to affect behavioral intention. Third, the factor that has a significant influence on actual usage is behavioral intention. This study mainly demonstrated that the strongest aspect influencing lecturers to use e-learning was the intention to use. Meanwhile, the strongest aspects that influence the intention to use are perceived benefits, followed by job relevance, and ease of use.