Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 22 November 2021

Digital Immigrant Lectures’ Acceptance of e-Learning Portal: An Application of UTAUT Model

Jefri Marzal, Reni Aryani, Rina Kusuma Dewi, Saharudin

Universitas Jambi, Indonesia

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.04.04.393

Pages: 297-305

Keywords: Immigrant Digital, e-learning, User Acceptance, UTAUT Model

Abstract

One of the challenges in implementing e-learning in tertiary institutions is the large number of lecturers who are categorized as digital immigrants. This group has the tendency of having difficulties with Information and Communication Technology (ICT) and showing some resistance to ICT. This study aims to determine the factors that influence digital immigrants in accepting e-learning at the University of Jambi using the Unified Theory Acceptance of User Technology (UTAUT) model. Factors to be tested include innovation, perceived usefulness, perceived ease of use, attitudes towards e-learning, risk perception, and acceptance of digital immigrant lecturers. The sample in this study was 55 digital immigrant lecturers. The results of this study indicate that there are as many as 6 out of 9 hypotheses accepted significantly. The finding reveals that the acceptance of e-learning is only influenced by the perceived usefulness.

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