英文摘要 |
People can learn anytime and anywhere by Electronic learning (e-learning), but the context of Electronic learning and the role of learner differ from the traditional classroom. Electronic learning make learning more flexible and interactive, and more self-regulation, self-efficacy, goal setting seem more necessary. This paper integrates self-efficacy, technology acceptance model and task-technology fit model to explore the behavior and intention of e-learning user. A framework of e-learning behavioral intention model was proposed and verified by Structure Equation Model (SEM). The data showed that (1) the fit of Task (content quality), technology (flexibility, interactivity and system norm) and personal characteristic (e-learning self-efficacy, opinion leadership and compatibility) has positive effect on the belief of ease and usefulness. (2) The relationship between perceived usefulness and the intention was indirect by the influence of fitting. (3) Attitudes toward E-learning has most significant influence on the behavioral intention to use E-learning, then the fitting, perceived usefulness and perceived ease of use. |