The Bandwagon Effect in the Adoption of ELearning Systems in Language Learning– An Appraisal

Abstract

The purpose of this study was to investigate
the factors affecting the adoption of e-learning
management system (LLMS) in mandatory and voluntary
EFL learning settings, through an application of
the technology acceptance model (TAM) to e-learning
within an EFL programme in a Saudi Arabian southern
university. The study, through a descriptive method of
research involving quantitative data gleaning techniques,
investigated the level of acceptance of online
learning in college students with regard to Competing
Behavioral Intention and Behavioural Intention, the
factors that voluntariness affect in adopting e-learning,
and the effects of perceived network externality on voluntariness,
behavioural intention to use e-learning, perceived
usefulness and perceived ease of use.. Findings of
the study revealed that perceived net-work externality
exerts a significant direct effect on Blackboard use intentions,
perceived usefulness, and perceived ease of
use. This re-search implied that, at the very inception,
mandatory usage is necessary for overall adoption of
the LLMS. It was also revealed that the massive use of
e-learning endeavours has been created by a bandwagon
effect; therefore, the LLMS should be developed
to target changes in perceived usefulness, perceived ease
of use, and perceived network externality rather than to
emulate to current practices in EFL computer-mediated
environments. Practical alternatives included enhancing
content quality, developing a simple and easy-to-use
system, and enhancing students' computer self-efficacy
in ways inducing better foreign language learning results.