Analysis identifying the influential factors in the use of e-learning
In the case of the Moroccan Ministry of Education
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In this book, we identify two factors that significantly influence the use of e-Learning among teachers: the intention to adopt e-learning and the facilitators conditions. However, the variable "expected behavior" introduced as an important predictor of the adoption and use of it (Venkatesh, 2008) has no effect in our case on the use of e-learning. the evaluation of measurement models and the evaluation of the structural model are carried out on the basis of the graphical interface and validation techniques of the Smart PLS 2.0 software. The results assure that teachers expecting expected beha...
In this book, we identify two factors that significantly influence the use of e-Learning among teachers: the intention to adopt e-learning and the facilitators conditions. However, the variable "expected behavior" introduced as an important predictor of the adoption and use of it (Venkatesh, 2008) has no effect in our case on the use of e-learning. the evaluation of measurement models and the evaluation of the structural model are carried out on the basis of the graphical interface and validation techniques of the Smart PLS 2.0 software. The results assure that teachers expecting expected behavior are affected by the intention to adopt the e-learning technology, the social influence and facilitating conditions. However, the variables' effects of the perceived usefulness and perceived ease of use have no influence. this paper proposes a scientific study applied on the use of e-learning in teachers training service offered by the Ministry of National Education in Morocco (MNEM). A conceptual model, based on the Unified Theory of Acceptation and Use of Venkatesh's Technology (UTAUT), it has been developed and tested, using a quantitative methodology.
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