Determinants of Intention to Use online Training Based on the TAM Model in Telecom Egypt Company

Abdelrahman Ahmed Elbadawy Elsayed^1, and Mohamed Saad²

¹Arab Academy for Science, Technology and Maritime Transport, Graduate School of Business (AASTMT)

²The British University in Egypt, (BUE)

Cite this paper

Abdelrahman Ahmed Elbadawy Elsayed and Mohamed Saad. Determinants of Intention to Use online Training Based on the TAM Model in Telecom Egypt Company. Journal of Business and Management Sciences. 2023; 11(1):1-21. doi: 10.12691/JBMS-11-1-1

Abstract

This research purpose is to examine the impact of using IT based training over the employees’ performance in Telecom Egypt company. The researcher aims at applying the most empirical model (TAM), and discussing the main antecedents that affect the employees’ behavior through IT based training, namely perceived usefulness, perceived ease of use, attitudes toward usage and intention to use. This model has been supported, that the researcher evidenced the ability of TAM to be a successful framework to better predict the employees’ perceptions to accept and use IT based training. The results of 383 questionnaires were analyzed in quantitative form and then presented using an “interpretive-descriptive” method for analyzing qualitative data. The respondents found the IT based training perceived usefulness was the most significant and influential determinant of perceiving and using IT based training ,Instructor characteristics have a significant effect on the perceived usefulness, Computer self-efficacy has a significant effect on the perceived usefulness, Computer self-efficacy has a significant effect on the perceived ease of use, Course design has a significant effect on the perceived ease of use, perceived ease of use has a significant effect on the perceived usefulness, Perceived usefulness has a significant effect on the intention to use e-training, Perceived ease of use has a significant effect on the intention to use e-training. Finally, recommendations were made to maximize the quality and availability of Telecom Egypt services.

Keywords

IT based training, employees’ performance, TAM, employees’ behavior

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

[1]	Abrams, C., & Berge, Z. Workforce cross training: A re-emerging trend in tough times. Journal of Workplace Learning, 22(8), 552- 529. (2010).
[2]	Noe, R. Employee training and development. New York, NY: McGraw Hill Education. ISBN: 978-0078112850.” Human Resource Development Quarterly (2017).
[3]	Abdel Moati, Ahmed and Ziraa Ahmad, 'Online training and its role in achieving the professional development of the teacher of social studies', International Journal of Educational Research, United Arab Emirates University, Issue 31, pp. 286-323. (2012).
[4]	Zain, M., Rose, R. C., Abdullah, I., & Masrom, M. The relationship between information technology acceptance and organizational agility in Malysia. Information & Management, 42(6), 829-839. ( September, 2005).
[5]	Alavi, Maryam, and Dorothy E. Leidner. “Research commentary: Technology-mediated learning—A call for greater depth and breadth of research.” Information systems research 12.1 (2001): 1-10.
[6]	Hanif, A., Jamal, F. Q., & Imran, M. (2018). Extending the Technology Acceptance Model for Use of eLearning Systems by Digital Learners. IEEE Access, 6, 73395-73404.
[7]	Sylvia, C., & Abdurachman, E. (2018). E-LEARNING acceptance analysis using technology acceptance model (tam) (case study: stmik mikroskil). Journal of Theoretical and Applied Information Technology, 15, 19.
[8]	Al-Adwan, A., & Smedley, J. (2013). Exploring students acceptance of e-learning using Technology Acceptance Model in Jordanian universities Amer Al-Adwan Applied Science University, Jordan. International Journal of Education and Development Using Information and Communication Technology, 9(2), 4-18.
[9]	Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, And User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340.
[10]	NuriAbdalla, Saleh Ali. “Extend of TAM model with technology anxiety and self-efficacy to accept course websites at University Canada West.” International Journal of Information Technology and Language Studies 3.2 (2019): 1-7.
[11]	Martin, E.W.E.; Brown,C.V, DeHayes, D.V., Hoffer , J.A. ,Perkin, W.C.(2001). Managing Information Technology. Prentice Hall; 4 edition (Sep 10 2001).
[12]	Al-Gahtani, S. S., Hubona, G. S., & Wang, J. (2007). Information Technology (IT) in Saudia Arabia: Culture and the acceptance and use of IT. Information & Management, 44(8), 681-691.
[13]	Roca, J. C., Chiu, C.-M., & Martinez, F. J. (2006). Understanding e-learning continuance intention: An extension of the Technology Acceptance Model. Int. J. Human Computer Studies, 64(8), 683-696.
[14]	Potnuru R. K. G., Sahoo C. K. (2016). HRD interventions, employee competencies and organizational effectiveness: An empirical study. European Journal of Training and Development, 40, 345-365.
[15]	Sharma, S., Garg, S. (2016). Literature review on Web based training in workplace, 2010-2015; The Horizon; 24(2), 166-174.
[16]	Beach, M. (2016, May/June). Who should teach financial literacy? Teach, 8-10.
[17]	Ajzen, Icek, and Martin Fishbein. “Theory of reasoned action-Theory of planned behavior.” University of South Florida 2007 (1988): 67-98.
[18]	Taat, Muhamad Suhaimi, and Agatha Francis. “Factors Influencing the Students' Acceptance of E-Learning at Teacher Education Institute: An Exploratory Study in Malaysia.” International Journal of Higher Education 9.1 (2020): 133-141.
[19]	Johari, Norhanizah, et al. “Student Acceptence of Online Learning in KUIS.” International Conference on Economics and Banking (iceb-15). Atlantis Press, 2015.
[20]	Farahat, Taher. “Applying the technology acceptance model to online learning in the Egyptian universities.” Procedia-Social and Behavioral Sciences 64 (2012): 95-104.
[21]	Liu, S. H., Liao, H. L., & Peng, C. J. (2005). Applying the technology acceptance model and flow theory to online e-learning users’ acceptance behavior. E-learning, 4 (H6), H8.
[22]	Ibrahim, R., Leng, N. S., Yusoff, R. C. M., Samy, G. N., Masrom, S., & Rizman, Z. I. (2017). E-learning acceptance based on technology acceptance model (TAM). Journal of Fundamental and Applied Sciences, 9(4S), 871-889.
[23]	Purnamasari, Vena, and A. Advensia. “Factor influencing of usage accounting game: Study of learning by game and theory acceptance model.” International Journal of Business, Economics and Law 5.1 (2014): 18-27.
[24]	Alharbi, S., & Drew, S. (2014). Using the technology acceptance model in understanding academics’ behavioural intention to use learning management systems. International Journal of Advanced Computer Science and Applications, 5(1), 143-155.
[25]	Bhattacherjee, A., & Sanford, C. (2009). The intention–behaviour gap in technology usage: the moderating role of attitude strength. Behaviour & Information Technology, 28(4), 389-401.
[26]	Edison, S. W., & Geissler, G. L. (2003). Measuring attitudes towards general technology: Antecedents, hypotheses and scale development. Journal of targeting, Measurement and Analysis for Marketing, 12(2), 137-156.
[27]	Au, A. K. M., & Enderwick, P. (2000). A cognitive model on attitude towards technology adoption. Journal of Managerial Psychology.
[28]	Ramayah, T., & Ignatius, J. (2005). Impact of perceived usefulness, perceived ease of use and perceived enjoyment on intention to shop online. ICFAI Journal of Systems Management (IJSM), 3(3), 36-51.
[29]	Reis, Z. A. (2010). Investigating the Attitude of Students Towards Online Learning. International Journal of E-Adoption, 2(4), 35-47.
[30]	Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self-efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97.
[31]	Ku, H. Y., & Lohr, L. L. (2003). A case study of Chinese student’s attitudes toward their first online learning experience. Educational Technology Research and Development, 51(3), 95-102.
[32]	Ullah, O., Khan, W., & Khan, A. (2017). Students’ Attitude towards Online Learning at Tertiary Level. PUTAJ-Humanities and Social Science, 25(1-2).
[33]	Abdulla, D. (2012). Attitudes of college students enrolled in 2-year health care programs towards online learning. Computers & Education, 59(4), 1215-1223
[34]	Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.
[35]	Al-Wefaq Blog for Training and Distance Training Courses, (2018), e-training: its concept, history, importance, requirements and method. Available at: https://www.alwefaak.com.
[36]	Al-Mutairi, Hamad bin Mahya (2012). E-training requirements and obstacles in educational training centers in Riyadh from the trainers' point of view, unpublished master's thesis, King Saud University, Saudi Arabia.
[37]	Abdul Karim, M. R., & Hashim Y., (2004). The experience of the E-learning Implementation at the university Pendelikon Sultan Idris, Malaysia, [Online Version]. Malaysian Online Journal of Instructional Technology (MOJIT), Vol. 1, No. 1, pp50-59.
[38]	Batalla-Busquets, J. M., & Martínez-Argüelles, M. J. (2014). Determining factors in online training in companies. The International Journal of Management Education, 12(2), 68-79.‏
[39]	Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: the effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40-60.
[40]	Saleh, Salah al-Din Hussain (2018), 'Trainees ’attitudes towards' e-training', an exploratory study at the Continuing Education Center / Iraqi University. Dinars Journal, 1 (13), 344-374.
[41]	Strother, Judith B. “An assessment of the effectiveness of e-learning in corporate training programs.” The International Review of Research in Open and Distributed Learning 3.1 (2002).
[42]	Bonk, Curtis J. Online training in an online world. Bloomington, IN: CourseShare. com, 2002.
[43]	Vaileanu, C. (2017). Analyzing the Social Value of Bucharest Community Foundation Programs: Social Return on Investment; Found Rev; 9(3), 46-54.
[44]	Nasser, R., & Abouchedid, K. (2000). Attitudes and Concerns towards Distance Education: The Case of Lebanon. Online Journal of Distance Learning Administration: the case of Lebanon, 3(4), 1-10.
[45]	Al-Brikiya, Sheikha Bint Ali (2018), 'The role of online training in the professional development of female teachers and workers in the first field and its requirements and obstacles to its application in the Educational Training Center in the North Al-Batinah Governorate of the Sultanate of Oman', unpublished PhD thesis, University of Islamic Sciences Malaysia.
[46]	Abdel Fattah, & Allawi. (2018). The role of online administration in developing the function of human resources management from the point of view of managers and employees of faculty and employee affairs at the University of Najran.
[47]	Chayeb, Akram (2019), 'The role of online training in improving the performance of employees: a field study on Algerian industrial establishments', unpublished master's thesis, Mohamed Diaf University, Algeria.
[48]	Zaid, A.A., Jaaron, A.A.M., Bon, A.T. (2018). The impact of green human resource management and green supply chain management practices on sustainable performance: An empirical study; J Clean Prod; 204, 965-979.
[49]	Duffy, T. M. & Kirkley, J. (2004). Learner-centered theory and practice in distance education: Cases for higher education. Mahwah, NJ: Lawrence Erblaum Associates.
[50]	van Katwyk, S., Thavorn, K., Coyle D., et al. (2019). The return of investment of hospital-based surgical quality improvement programs in reducing surgical site infection at a Canadian tertiary-care hospital; Infect Cont Hosp Ep; 40(2), 125-132.
[51]	Kuciapski, Michal. “A model of mobile technologies acceptance for knowledge transfer by employees.” Journal of Knowledge Management (2017).
[52]	Chang, C. C., Yan, C. F., & Tseng, J. S. (2012). Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students. Australasian Journal of Educational Technology, 28, 809-826.
[53]	Fishbein, M.; Ajzen, I. Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research; Addison-Wesley: Reading, MA, USA, 1975.
[54]	George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 Step by Step: A Simple Guide and Reference (14th ed.). New York: Routledge.