Exploring the Impact of Perceived Teaching Style on Behavioral Intention toward Moodle Reading System

Peng-Chun Lin, Hsin-Ke Lu, Shu-Mai Fan


The advances of information technology have significantly changed ways of teaching and learning in education. Compared to Computer Aided Instruction (CAI), Computer Aided Learning (CAL) is student-centered and has become one of the popular ways in learning in different fields. As we all know, the Internet has been commonly used, and a variety of e-learning systems and materials have been designed and applied in schools. Researchers have applied theoretical models, such as TAM, TPB and UTAUT to explore individuals’ adoption and acceptance of technologies. In some researches, demographic individual difference has been proposed as an essential factor in adopting technologies. However, more studies have examined cognitiveoriented individual difference, especially Learning Style and Teaching Style, for users’ acceptance toward system usage. In this study, we explored how Perceived Teaching Style affects ESL/EFL (English as a Second/Foreign Language) students’ adoption of the Moodle Reader System by using a revised TAM. Our results indicated that the ways how Perceived Ease to Use (PE) relates to Perceived Usefulness (PU) from the two Perceived Teaching Style clusters are different. This is valuable information for English course designers or instructors when they consider incorporating e-learning projects into their curriculum. It is also useful for system designers for developing their new learning management systems. For future studies, both Learning Style and Teaching Style will be examined to find out the relationship between the two factors and how they influence system users’ acceptance toward the learning management platform.


Perceived Teaching Styles, Individual Difference, TAM, Extensive Reading

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Copyright (c) 2017 Peng-Chun Lin, Hsin-Ke Lu, Shu-Mai Fan

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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