October 2011 Volume 14 Number 4 - Educational Technology ...

efore they decide whether to adopt it. Therefore, this study suggested that well-designed trainings should be
provided for the employees to familiarize themselves with the fundamental knowledge about how to use the elearning
systems as well as the trial opportunities to build a better understanding in the operational functions. The
trainers’ frequent demonstration of the use of e-learning systems help the employees form positive beliefs and
attitudes, which in turn influences their behavioral intention and actual use of e-learning systems. As such, trainers
should introduce and describe the benefits of e-learning systems and their relevance to their job performances.
Additionally, trainers and system designers of e-learning systems should carefully consider the needs of e-learning
system users and ensure that the e-learning systems effectively meet their job needs and demands.
Conclusions
This study has validated TAM and IDT in the organizational context and provided a further understanding into the
employees’ possible perceptions about the use of e-learning systems. The contribution of this study to e-learning
acceptance research was discussed. While the merits of the TAM were manifested, the findings of this study
provided greater insights when analyzing users’ acceptance and adoption of e-learning systems. As a result, we
proposed that the combination of TAM and IDT models could offer better overall results.
Furthermore, our findings suggested that system developers, designers, and institutional purchasers of e-learning
systems carefully consider the needs of employees and ensure that selected systems effectively meet these demands.
The five innovative characteristics with e-learning systems could be important determinants of user adoption of elearning
systems.
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