Predicting undergraduate students' acceptance and use of learning resources on CD-ROM: test of an extended technology acceptance model

Abstract

Universities are facing the challenge of embracing technology to facilitate the delivery of new educational initiatives that facilitate active learning. This study evaluates on-campus and external undergraduate students’ perceptions and use of learning resources provided only on CD-ROM. Self-efficacy was found to be a strong predictor of perceived usefulness, perceived ease of use and students’ attitude towards using the CD. Compatibility with the new learning environment was also found to influence perceived usefulness and attitude. Some 30% of respondents indicated they did not feel they had the ability or confidence to study in this new environment. Based on the findings of this study, a transition phase into full technology based learning resources is strongly recommended.