An empirical study of behavioral intention model: Using learning and teaching styles as individual differences

Abstract

Presently, e-Learning still keeps on attracting much attention from enterprises and universities. With more utilization of e-Learning systems in higher education, researchers’ assessment of the performance of these systems becomes highly critical. In the developing tendency toward e-learning systems, behavioral intention models (such as TAM, TPB, and UTAUT) appear to be especially useful in investigating the adoption of e-Learning technologies. A large number of studies have indicated several factors that would influence the usage of e-Learning; nevertheless, many of those have regarded individual differences as critical mediators. In the past decade, many researches have demonstrated diverse perspectives on individual differences focusing on demographic variables such as gender, education, age, and individual experience. However, the theoretical model of this study focused on cognitive-oriented individual differences in order to integrate relevant features between users and systems. The researcher of this study extended the TAM model by integrating cognitive-oriented individual differences (including learning and teaching styles) and then proposed a new theoretical framework for comprehending behavior intention better. With the utilization of practical survey and statistical analysis, the researcher empirically investigated the effects of learning styles and teaching styles on using behaviors of e-Learning system.

Keywords:

• Learning Style
• Teaching Style
• Individual Difference
• Behavioral Intention
• e-Learning Adoption