Technology Acceptance and Performance in Online Learning Environments: Impact of Self-Regulation

This paper proposes a conceptual model that integrates the technology acceptance model with the self-regulation concept from social cognitive theory. The model explains the antecedents to perceived ease of use and perceived usefulness of online learning systems by learner self-regulatory processes and behaviors, personality differences, and extrinsic factors such as technical support, technology training, and equipment accessibility. Personality variables that are proposed to affect self-regulation and learners' perceived ease of use and perceived usefulness are conscientiousness, openness to experience, general self-efficacy, and risk propensity. Implications for future research and practice are discussed.