Información del artículo
RESUMO
Diferenças individuais, como idade, sexo, experiência, etc., levam a diferentes percepções e, consequentemente, a comportamentos distintos. Assim, diferentes percepções podem influenciar de diversas formas o comportamento do indivíduo na adoção e difusão de tecnologias de informação. Com base nesta premissa, este trabalho tem dois objetivos: analisar empiricamente, no contexto brasileiro, o uso do e-learning entre alunos de graduação e testar o impacto do gênero sobre as relações propostas. Os dados, obtidos por meio de questionários auto-administrados e preenchidos por alunos de uma instituição particular, foram analisados por meio de equações estruturais. Os resultados indicam que o gênero não é um fator que afeta as relações propostas, com a exceção do efeito da experiência prévia com tecnologia sobre a facilidade de uso, que apresenta maior impacto em mulheres.
Palavras-chave:
E-learning
TAM
Aceitação de tecnologia
Gênero
ABSTRACT
Personal differences such as age, gender and life experience lead to different perceptions, and thus, to distinct behaviors. Therefore, different perceptions may influence individual behavior regarding acceptance and diffusion of technology systems. This study has two goals: to analyze, in a Brazilian setting, e-learning usage among undergraduate students in a private university, and to test the impact of gender on the proposed relationships. Data obtained via a cross-sectional survey was analyzed by structural equation modeling. Results indicate that gender has little impact on the tested relationships, except for the effect of previous experience with technology on perceived ease of use, which is significantly more pronounced in females.
El Texto completo está disponible en PDF
REFERÊNCIAS
[Abbad et al., 2009]
M.M. Abbad, D. Morris, C.F. de Nahlik.
Looking under the bonnet: Factors affecting Student adoption of e-learning systems in Jordan.
The International Review of Research in Open and Distance Learning, 10 (2009),
[Agarwal and Prasad, 1999]
R. Agarwal, J. Prasad.
Are individual differences germane to the acceptance of new information technologies?.
Decision Sciences, 30 (1999), pp. 361-391
[Albert and Johnson, 2011]
L. Albert, C.S. Johnson.
Socioeconomic status- and gender-based differences in students’ Perceptions of e-learning Systems.
Decision Sciences Journal of Innovative Education, 9 (2011), pp. 421-436
[Alshare and Alkhateeb, 2008]
K.A. Alshare, F.B. Alkhateeb.
Predicting students usage of Internet emerging economies using an extended technology acceptance model (TAM).
Academy of Educational Leadership Journal, 12 (2008), pp. 109-128
[Alves, 2010]
I. Alves.
Avaliação da Intenção De Uso Efetivo de Ambientes Digitais de Aprendizagem no Ensino a Distância em Administração: Uma Extensão do Modelo TAM, Ibmec, (2010),
Dissertação de Mestrado em Administração
[Bell and Bell, 2005]
M. Bell, W. Bell.
It’s installed … now get on with it! Looking beyond the software to the cultural change.
British Journal of Educational Technology, 4 (2005), pp. 643-659
[Bollen, 1989]
K.A. Bollen.
Structural equations with latent variables, 1st. ed, Wiley, (1989),
[Braak, 2004]
J. Braak.
Domains and determinants of university students’ self-perceived computer competence.
Computers & Education, 43 (2004), pp. 299-312
[Brauer and Albertin, 2010]
M.G. Brauer, A.L. Albertin.
Educação corporativa a distância: por que tanta resistência?.
Revista de Design, Inovação e Gestão Estratégica, 1 (2010), pp. 141-157
[Byrne, 2010]
B.M. Byrne.
Structural Equation Modeling with AMOS: Basic Concepts, Applications and Programming, 2nd. Ed, Routledge, (2010),
[Carvalho et al., 2012]
M.A. Carvalho, A.S. Freitas, A.M. Ramos, T.C. Nascimento.
[Chang and Tung, 2008]
S. Chang, F. Tung.
An empirical investigation of students’ behavioural intentions to use the online learning course websites.
British Journal of Educational Technology, 39 (2008), pp. 71-83
[Cheng, 2011]
Y.M. Cheng.
Antecedents and consequences of e-learning acceptance.
Information Systems Journal, 21 (2011), pp. 269-299
[Comber et al., 1997]
C. Comber, A. Colley, D.J. Hargreaves, L. Dorn.
The effects of age, gender and computer experience upon computer attitudes.
Educational Research, 39 (1997), pp. 123-133
[Compeau and Higgins, 1995]
D.R. Compeau, C.A. Higgins.
Computer self-efficacy: development of a measure and initial test.
MIS Quarterly, 19 (1995), pp. 189-211
[Cuadrado-García et al., 2010]
M. Cuadrado-García, M.E. Ruiz-Molina, J.D. Montoro-Pons.
Are there gender differences in e-learning use and assessment? Evidence from an interuniversity online project in Europe.
Procedia Social and Behavioral Sciences, 2 (2010), pp. 367-371
[Davis, 1989]
F.D. Davis.
Perceived usefulness, perceived ease of use, and user acceptance of information technology.
MIS Quarterly, 13 (1989), pp. 319-339
[Davis and Wong, 2007]
R. Davis, D. Wong.
Conceptualizing and measuring the optimal experience of the e-learning environment.
Decision Sciences Journal of Innovative Education, 5 (2007),
[DeLone and McLean, 1992]
W.D. DeLone, E.R. McLean.
Information systems success: the quest for the dependent variable.
Information Systems Research, 3 (1992), pp. 60-95
[DeLone and McLean, 2003]
W.D. DeLone, E.R. McLean.
The DeLone and McLean model of information systems success: a ten-year update.
Journal of Management Information Systems, 19 (2003), pp. 9-30
[Durndell and Thomson, 1997]
A. Durndell, K. Thomson.
Gender and computing: A decade of change.
Computers and Education, 28 (1997), pp. 1-9
[Ferreira et al., 2012]
J.B. Ferreira, J.F. Silva, H. Campos, M.L.A. Carvalho, A.S. Freitas, A. Saccol, E. Schlemmer.
A disseminação da aprendizagem com mobilidade (m-learning).
Datagramazero, 13 (2012), pp. 1-21
[Fishbein and Ajzen, 1975]
M. Fishbein, I. Ajzen.
Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research, Addison-Wesley Publishing, (1975),
[Fornell and Larcker, 1981]
C. Fornell, D.F. Larcker.
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error.
Journal of Marketing Research, 18 (1981), pp. 39-50
[Freitas and Bandeira-de-Mello, 2012]
A.S. Freitas, R. Bandeira-de-Mello.
Managerial action and sensemaking in e-learning implementation in Brazilian business schools.
Computers & Education, 59 (2012), pp. 1286-1299
[Gardner and Altman, 1986]
M.J. Gardner, D.G. Altman.
Confidence intervals rather than P values: estimation rather than hypothesis testing.
British Medical Journal, 292 (1986), pp. 746-750
[Gefen and Straub, 1997]
D. Gefen, W.D. Straub.
Gender differences in the perception and use of e-mail: An extension to the Technology Acceptance Model.
MIS Quarterly, 21 (1997), pp. 389-400
[Goh, 2011]
T.T. Goh.
Exploring gender differences in SMS-based mobile library search system adoption.
Educational Technology & Society, 14 (2011), pp. 192-206
[Goldstein and Healy, 1995]
H. Goldstein, M.J.R. Healy.
The graphical presentation of a collection of means.
Journal of the Royal Statistical Society, 158A (1995), pp. 175-177
Part 1
[Hair et al., 2009]
J.F. Hair, W.C. Black, B.J. Babin, R.E. Anderson.
Multivariate Data Analysis, 7th ed., Prentice-Hall, (2009),
February
[Halawi and McCarthy, 2008]
L. Halawi, R. McCarthy.
Measuring students perceptions of blackboard using the technology acceptance model: a PLS approach.
Issues in Information Systems, 9 (2008), pp. 95-102
[Hargittai and Shafer, 2006]
E. Hargittai, S. Shafer.
Differences in actual and perceived online skills: The role of gender.
Social Science Quarterly, 87 (2006), pp. 432-448
[Harrison and Rainer, 1992]
A.W. Harrison, R.K. Rainer Jr..
The influence of individual differences on skill in end-user computing.
Journal of Management Information Systems, 9 (1992), pp. 93-111
[Hayashi et al., 2004]
A. Hayashi, C. Chen, T. Ryan, J. Wu.
The role of social presence and moderating role of computer self-efficacy in predicting the continuance usage of e-learning systems.
Journal of Information Systems Education, 15 (2004), pp. 139-154
[Heilesen and Josephsen, 2008]
S.B. Heilesen, J. Josephsen.
E-learning: between augmentation and disruption?.
Computers & Education, 50 (2008), pp. 525-534
[Hu and Bentler, 1998]
L.T. Hu, P.M. Bentler.
Fit indices in covariance structure modeling: Sensitivity to under-parameterized model misspecification.
Psychological Methods, 3 (1998), pp. 424-453
[Hult et al., 2005]
G.T.M. Hult, D.J. Ketchen, D.A. Griffith, C.A. Finnegan, T. Gonzalez-Padron, N. Harmancioglu, Y. Huang, M.B. Talay, S.T. Cavusgil.
Data equivalence in cross-cultural international business research: assessment and guidelines.
Journal of International Business Studies, 39 (2005), pp. 1027-1044
[Hung et al., 2010]
M.L. Hung, C. Chou, C.H. Chen, Z.Y. Own.
Learner readiness for online learning: scale development and student perceptions.
Computers & Education, 55 (2010), pp. 1080-1090
[Jackson et al., 1997]
C. Jackson, S. Chow, A. Robert.
Towards an understanding of the behavioural intention to use an IS.
Decision Sciences, 28 (1997), pp. 357-389
[Kerka, 1996]
S. Kerka.
Distance learning, the Internet, and the World Wide Web.
ERIC Digest,
[Kim, 2008]
S.H. Kim.
Moderating effects of job relevance and experience on mobile wireless technology acceptance: Adoption of a smartphone by individuals.
Information & Management, 45 (2008), pp. 387-393
[King and He, 2006]
W.R. King, J. He.
A meta-analysis of the technology acceptance model.
Information & Management, 43 (2006), pp. 740-755
[Koohang and Durante, 2003]
A. Koohang, A. Durante.
Learners’ perceptions toward the web-based distance learning activities/assignments portion of an undergraduate hybrid instructional model.
Journal of Information Technology Education, 2 (2003), pp. 105-113
[Kwon and Zmud, 1987]
T.H. Kwon, R.W. Zmud.
Unifying the fragmented models of information systems implementation.
Critical Issues in Information Systems Research, Wiley, (1987), pp. 88-97
[Lee et al., 2003]
J.-S. Lee, H. Cho, G. Gay, B. Davidson, A. Ingraffea.
Technology acceptance and social networking in distance learning.
Educational Technology & Society, 6 (2003), pp. 50-61
[Legris et al., 2003]
P. Legris, J. Ingham, P. Collerette.
Why do people use information technology? A critical review of the technology acceptance model.
Information & Management, 40 (2003), pp. 191-204
[Li and Kirkup, 2007]
N. Li, G. Kirkup.
Gender and cultural differences in Internet use: a study of China and the UK.
Computers & Education, 48 (2007), pp. 301-317
[Liu et al., 2010]
Y. Liu, S. Han, H. Li.
Understanding the factors driving m-learning adoption: a literature review.
Campus-Wide Information Systems, 27 (2010), pp. 210
[Liu et al., 2009]
S. Liu, H. Liao, J.A. Pratt.
Impact of media richness and flow on e-learning technology acceptance.
Computers & Education, 52 (2009), pp. 599-607
[Lu and Chiou, 2010]
H. Lu, M. Chiou.
The impact of individual differences on e-learning system satisfaction: A contingency approach.
British Journal of Educational Technology, 41 (2010), pp. 307-323
[Machado et al., 2012]
P. Machado, C. Bellini, J.C. Leite.
Adoção de inovação tecnológica em educação a distância.
Revista Gestão e Planejamento, 13 (2012), pp. 295-300
[Madigan et al., 2007]
E.M. Madigan, M. Goodfellow, J.A. Stone.
Gender, perceptions, and reality: Technological literacy among first-year students.
pp. 410-414
[Martins and Kellermanns, 2004]
L.L. Martins, F.W. Kellermanns.
A model of business school students’ acceptance of a Web-based course management system.
Academy of Management Learning and Education, 3 (2004), pp. 7-26
[Meyers et al., 1997]
R.A. Meyers, D.E. Braschers, L. Winston, L. Grob.
Sex differences and group argument: a theoretical framework and empirical investigation.
Communication Studies, 48 (1997), pp. 19-41
[Moore and Bensabat, 1991]
G.C. Moore, I. Bensabat.
Development of an instrument to measure the perceptions of adopting an information technology innovation.
Information Systems Research, 2 (1991), pp. 192-222
[Mullen, 1995]
M.R. Mullen.
Diagnosing measurement equivalence in cross-national research.
Journal of International Business Studies, 26 (1995), pp. 573-596
[Ngai et al., 2007]
E.W.T. Ngai, J.K.L. Poon, Y.H.C. Chan.
Empirical examination of the adoption on WebCT using TAM.
Computers & Education, 48 (2007), pp. 250-267
[Ong and Lai, 2006]
C.S. Ong, J.Y. Lai.
Gender differences in perceptions and relationships among dominants of e-learning acceptance.
Computers in Human Behavior, 22 (2006), pp. 816-829
[Ong et al., 2004]
C.S. Ong, J.Y. Lai, Y.S. Wang.
Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies.
Information & Management, 41 (2004), pp. 795-804
[Ozkan and Koseler, 2009]
S. Ozkan, R. Koseler.
Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation.
Computers & Education, 53 (2009), pp. 1285-1296
[Padilla-Meléndez et al., 2008]
A. Padilla-Meléndez, A. Garrido-Moreno, A.R. Aguila-Obra.
Factors affecting e-collaboration technology use among management students.
Computers & Education, 51 (2008), pp. 609-623
[Papastergiou and Solomonidou, 2005]
M. Papastergiou, C. Solomonidou.
Gender issues in Internet access and favourite Internet activities among Greek high school pupils inside and outside school.
Computers & Education, 44 (2005), pp. 377-393
[Parasuraman et al., 2006]
A. Parasuraman, D. Grewal, R. Krishnan.
Marketing Research, 2nd ed., South-Western College Pub, (2006),
[Park et al., 2007]
N. Park, K.M. Lee, P.H. Cheong.
University instructors’ acceptance of electronic courseware: An application of the technology acceptance model.
Journal of Computer-Mediated Communication, 13 (2007),
article 9. Disponível em
[Park, 2009]
S.Y. Park.
An analysis of the Technology Acceptance Model in understanding university students’ behavioral intention to use e-learning.
Educational Technology & Society, 12 (2009), pp. 150-162
[Pituch and Lee, 2006]
K.A. Pituch, Y. Lee.
The influence of system characteristics on e-learning use.
Computers & Education, 47 (2006), pp. 222-244
[Putrevu, 2001]
S. Putrevu.
Exploring the origins and information processing differences between men and women: implications for advertisers.
Academy of Marketing Science Review, 10 (2001), pp. 1-14
Disponível em
[Ramírez-Correa et al., 2010]
P. Ramírez-Correa, F. Rondán-Cataluña, J. Arenas-Gaitán.
Influencia del género en la percepción y adopción de e-learning: Estudio exploratorio en una universidad chilena. (Spanish).
Journal of Technology Management & Innovation, 5 (2010), pp. 129-141
[Ramos and Oliveira, 2010]
A. Ramos, B.K. Oliveira.
Diferenças de gênero na aceitação de um ambiente virtual de aprendizado: um estudo com graduandos do curso de administração na modalidade a distância.
Revista Ibérica de Sistemas e Tecnologias de Informação, 5 (2010), pp. 1-16
[Roca et al., 2006]
J.C. Roca, C.-M. Chiu, F.J. Martínez.
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model.
International Journal of Human-Computer Studies, 64 (2006), pp. 683-696
[Roca and Gagné, 2008]
J.C. Roca, M. Gagné.
Understanding e-learning continuance intention in the workplace: A self determination theory perspective.
Computers in Human Behavior, 24 (2008), pp. 1585-1604
[Rogers, 2003]
E. Rogers.
Diffusion of Innovations, 5th ed., Free Press, (2003),
[Saade and Bahli, 2005]
R. Saade, B. Bahli.
The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model.
Information Management, 42 (2005), pp. 317-327
[Schumacher and Morahan-Martin, 2001]
P. Schumacher, J. Morahan-Martin.
Gender, internet and computer attitudes and experiences.
Computers in Human Behavior, 17 (2001), pp. 95-110
[Smart and Cappel, 2006]
K. Smart, J. Cappel.
Students’ perceptions of online learning: A comparative study.
Journal of Information Technology Education, 5 (2006), pp. 201-219
[Sim et al., 2011]
J.J. Sim, G.W.H. Tan, K.B. Ooi, V.H. Lee.
Exploring the individual characteristics on the adoption of broadband: An empirical analysis.
International Journal of Network and Mobile Technologies, 2 (2011), pp. 1-14
[Sin et al., 1999]
L.Y.M. Sin, G.W.H. Cheung, R. Lee.
Methodology in cross-cultural consumer research: a review and critical assessment.
Journal of International Consumer Marketing, 11 (1999), pp. 75-96
[Steenkamp and Baumgartner, 1998]
J.E.M. Steenkamp, H. Baumgartner.
Assessing measurement invariance in cross-national consumer research.
Journal of Consumer Research, 25 (1998), pp. 78-90
[Stone et al., 2007]
R. Stone, D. Good, L. Baker-Eveleth.
The impact of information technology on individual and firm marketing performance.
Behaviour & Information Technology, 26 (2007), pp. 465-482
[Tanner et al., 2009]
J. Tanner, T. Noser, M. Totaro.
Business faculty and undergraduate students’ perceptions of online learning: A comparative study.
Journal of Information Systems Education, 20 (2009), pp. 29-40
[Teo and Lim, 2000]
T.S.H. Teo, V.K.G. Lim.
Gender differences in internet usage and task preferences.
Behaviour & Information Technology, 19 (2000), pp. 283-295
[Tyron, 2001]
W.W. Tyron.
Evaluating statistical difference, equivalence, and indeterminacy using inferential confidence intervals: An integrated alternative method of conducting null hypothesis statistical tests.
Psychological Methods, 6 (2001), pp. 371-386
[Van Raaij and Schepers, 2008]
E.M. Van Raaij, J.J.L. Schepers.
The Acceptance and use of a virtual learning environment in China.
Computers & Education, 50 (2008), pp. 838-852
[Vasconcellos et al., 2008]
L. Vasconcellos, Fleury, T.L. Maria.
O desafio da adoção do e-learning pelos colaboradores de uma empresa de telecomunicações.
REGE, 15 (2008),
[Venkatesh and Davis, 2000]
V. Venkatesh, F.D. Davis.
A theoretical extension of the technology acceptance model: Four longitudinal field studies.
Management Science, 46 (2000), pp. 186-204
[Venkatesh and Morris, 2000]
V. Venkatesh, M. Morris.
Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior.
MIS Quarterly, 24 (2000), pp. 115-140
[Venkatesh et al., 2003]
V. Venkatesh, M. Morris, G. Davis, F. Davis.
User acceptance of information technology: Toward a unified view.
MIS Quarterly, 27 (2003), pp. 425-478
[Wei-Han Tan et al., 2012]
G. Wei-Han Tan, O. Keng-Boon, S. Jia-Jia, K. Phusavat.
Determinants of adoption: An empirical analysis.
Journal of Computer Information Systems, 52 (2012), pp. 82-91
[Whitely, 1997]
B.E. Whitely.
Gender differences in computer-related attitudes and behavior: a meta-analysis.
Computers in Human Behavior, 13 (1997), pp. 1-22
[Womble, 2008]
J. Womble.
E-learning: The relationship among learner satisfaction, self-efficacy, and usefulness.
The Business Review, 10 (2008), pp. 182-188
[Wood and Rhodes, 1992]
W. Wood, N.D. Rhodes.
Sex differences in interaction style in task groups.
Gender, interaction, and inequality, pp. 97-121
[Yang, 2005]
K.C.C. Yang.
Exploring factors the adoption of mobile commerce in Singapore.
Telematics and Informatics, 22 (2005), pp. 257-277
[Yousafzai et al., 2007]
S.Y. Yousafzai, G.R. Foxall, J.G. Pallister.
Technology acceptance: A meta-analysis of the TAM: Part 1.
Journal of Modeling in Management, 2 (2007), pp. 251-280
Copyright © 2015. Published by Elsevier Ltda. on behalf of Departamento de Administração Faculdade de Economia, Administração e Contabilidade Universidade de São Paulo ¿ FEA/USP