Utilization decision towards LMS for blended learning in distance education: Modeling the effects of personality factors in exclusivity
Utilization decision towards LMS for blended learning in distance education: Modeling the effects of personality factors in exclusivity
Over the decades, personality factors (attitude, self-efficacy, anxiety and computer experience) have pervaded the underpinning determinants of behavioural intentions to accept and use emerging technologies, chiefly in purviews where integration is into the working processes that may be pro traditional. The chasm in the literature has been how these technology personality factors extensively relate within and among themselves in a definite model exclusive to these factors, and their overall vari