This study aims to proposed models of e-learning acceptance to identify some of the main factors that affect students' intention to adopt e-learning systems. The paper proposed two models that report the results of group interviews with students and tutors studying and teaching at AMA University. Content analysis was used to analyze qualitative data obtained from the interviews. The main categories used to analyse the data were derived from prior studies using the technology acceptance model (TAM) and the literature on IT systems acceptance in general and in the specific e-learning domain. The main categories that were used to analyze qualitative data were ease of use, perceived usefulness, subjective norms, prior Internet experience, system interactivity, self-efficacy and the availability of technical support.
This article compares courses in two web-based MBA programs on student perceptions of learning and satisfaction. The primary difference between the programs is that one conducts the courses entirely on-line while the other conducts the courses primarily on-line combined with one or two on-site class meetings. The results of the study showed that larger class sizes were negatively associated with learning and course satisfaction while the perceived flexibility of the delivery medium was significantly associated with perceived learning and satisfaction. The results also indicate that more experienced on-line students were more satisfied with their course delivery medium. These findings have significant implications for the role of web-based programs in a business school's strategy. They suggest that that rather than using these courses as a means to drive down the cost of delivering education, business schools may need to identify reasons for which they can charge premiums for them.
Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights.