An-Najah National University Faculty of Graduate Studies A Framework for e-Learning Acceptance: A Case Study of the Palestinian Universities By Fareed Sameer Al-Sayyed Supervisor Dr. Baker Abdalhaq This Thesis is submitted in Partial Fulfillment of the Requirements for the Degree of Master in Engineering Management, Faculty of Graduate Studies, An-Najah National University, Nablus, Palestine. 2015 Acknowledgment I would never have been able to finish my dissertation, if there is not reconcile from Almighty Allah firstly; and then without the guidance of my committee members, help from friends, and support from my family and wife. So, first of all, I would like to express my deepest gratitude and sincere thanks to my supervisor, Dr. Baker Abdalhaq, for his excellent guidance, support, caring, patience, encouragement, motivation and valuable advices that have resulted in the completion of this thesis. I would also like to thank my instructors, Dr. Hussam Arman, Dr. Yahya Saleh, Dr. Ayham Jaaron, Dr. Mohammed Othman, Dr. Rabeh Mrarr, Dr. Abdul Fattah Shamleh, and Mr. Suleiman Daifi for helping me in overcoming Engineering Management program courses successfully at An-Najah National University; and guiding me to develop my background in subjects that are related to this research. I would also like to thank committee members for their time and effort in reviewing this work. I would also like to thank my parents, sisters, brother. They were always supporting me and encouraging me with their best wishes. I would like to thank my wife, Rajaa Budair. She was always there cheering me up and stood by me through the good times and bad. I would like to extend my thanks to Mr. Ahmad Al-Sayyed for assisting me in the statistical analysis, to Dr. Saeda Affouneh for giving me suited guidance in my research, and to my friends especially Bashar Al- Karmi and Bahaa Shadeed, for giving me the necessary moral support. Finally, thanks to all universities lecturers and specialists who provided me with valuable information and figures. Table of Contents No. Contents Page Acknowledgment Iii Declaration V List of Tables Ix List of Figures Xi ABBRIVIATIONS Xii DEFINITION OF TERMS Xiv Abstract Xvii Chapter One 1 Introduction 1 1.1 Overview 2 1.2 Background 3 1.3 Research on e-Learning Acceptance 6 1.4 Motivation to Conduct the Research 9 1.5 Problem Statement 11 1.6 Research Questions 13 1.7 Research Hypotheses 14 1.8 Structure of the Thesis 17 Chapter Two 18 Literature Review 18 2.1 Overview 19 2.2 Information and Communication Technology in Learning Sector 19 2.3 Factors Influencing e-Learning Acceptance 22 2.3.1 Factors Influencing Lecturers to e-Learning Acceptance 23 2.3.2 Technological Factors Influencing e-Learning Acceptance 27 2.3.3 Interventional Factors Influencing e-Learning Acceptance 29 2.3.4 Environmental Factors Influencing e-Learning Acceptance 33 2.4 User Acceptance Theories and Models 36 2.4.1 TRA (Theory of Reasoned Action) 37 2.4.2 TPB (Theory of Planned Behavior) 37 2.4.3 TAM (Technology Acceptance Model) 39 2.4.4 TAM2 (Technology Acceptance Model 2) 40 2.4.5 UTAUT (Unified Theory of Acceptance and Use of Technology) 41 2.4.6 TAM3 (Technology Acceptance Model 3) 42 2.4.7 DandM IS Success Model 45 2.5 E-Learning Discussion 46 2.5.1 Introduction to e-Learning 46 2.5.2 Definition of e-Learning Technology 46 2.5.3 A categories of e-Learning 50 2.5.4 E-Learning Benefits 59 2.5.5 E-Learning Challenges 62 2.6 International Studies 64 2.7 Palestinian's ICT Background 70 2.8 Higher Education Sector in Palestine 75 2.9 E-Learning Technology in Palestine 79 2.10 Summary 79 Chapter Three 81 Research Methodology 81 3.1 Overview 82 3.2 Research Design and Approach 82 3.2.1 Quantitative versus Qualitative Approach 82 3.2.2 Research Strategy 84 3.3 The General Framework of this Research 87 3.4 Research Hypotheses and their Development 89 3.5 Sampling Technique 92 3.5.1 Study Population 92 3.5.2 Study Sample 93 3.5.3 Sample Size 97 3.6 Research Methods 99 3.6.1 The First Tool: Semi-Structured Interview 100 3.6.2 The Second Tool: Questionnaire 101 3.6.3 Quality Standards for the Research Tool 108 3.6.3.1 Pilot study 108 3.6.3.2 Validity 109 3.6.3.3 Reliability 110 3.6.4 Distribution of the Questionnaire 112 3.7 Summary 115 Chapter Four 116 Data Analysis and Results 116 4.1 Overview 117 4.2 Descriptive Analysis 117 4.2.1 Personal Information 117 4.2.2 Technology Usage 122 4.3 Descriptive Statistics amحong Survey Respondents 126 4.4 Hypotheses Testing 164 4.5 E-Learning Acceptance Framework in Palestinian Universities 181 4.6 Qualitative Data as Method analysis 184 4.6.1 Qualitative Data Results 184 4.7 Summary 190 Chapter Five 192 Discussion 192 5.1 Overview 193 5.2 Quantitative Data Discussion 193 5.2.1 Personal Information Discussion 193 5.2.2 Technology Usage Discussion 194 5.2.3 Descriptive Statistics among Survey Respondents Discussion 195 5.2.4 Hypotheses Testing Discussion 201 5.2.5 Determinant Discussion 211 5.2.6 Moderation Discussion 213 5.3 Qualitative Data Discussion 215 5.3.1 Discussion of e-Learning Tools and Application Used 215 5.3.2 Discussion of the Readiness of Infrastructure 215 5.3.3 Discussion of e-Learning Concepts According to Specialists 216 5.3.4 Discussion of Challenges of e-Learning Acceptance 216 5.3.5 Discussion of Culture of Change toward e-Learning 217 5.3.6 Discussion of Institutional Interventions 217 5.4 Summary 217 Chapter Six 219 Conclusion and Recommendations 219 6.1 Overview 220 6.2 Conclusions 220 6.3 Recommendations 223 6.4 Research Contribution 235 6.5 Research Limitations 237 6.6 Future Research 238 References 239 Appendices 283 Appendix A: Figures 283 Appendix B: Tables 286 Appendix C: Research Tools 344 ب الملخص List of Tables No. Title Page 2.1 Overview of Pedagogy in the Traditional vs. Information Society 21 2.2 International Studies: factors influencing e- Learning acceptance 67 2.3 Middle East Internet Usage and Population Statistics 73 2.4 Higher Education Indicators in Palestine, 2009/2010-2012/2013 76 2.5 Distribution of Academic Staff. Developed by Researcher_1 78 3.1 Summary of research hypotheses' factors 89 3.2 Distribution of Academic Staff. Developed by Researcher_2. 93 3.3 Percentage of Full-Time Lecturers in Each University 96 3.4 Source of Questionnaire Statements 104 3.5 Reliability Statics of Factors Influencing e- Learning Adoption. 112 3.6 Distribution and Collection of Data. 114 4.1 Descriptive Statistics among Participants according to Gender 127 4.2 Independent Samples Test for Gender Differences 129 4.3 Descriptive Statistics among Participants according to College 133 4.4 Independent Samples Test for College Differences 136 4.5 Descriptive Statistics according to e-Learning Usage in Holidays 140 4.6 Independent Samples Test for e-Learning Usage in Holydays 141 4.7 Summarized the Statistical Differences According to Universities 154 4.8 Results of Hypothesis Testing 165 4.9 Coefficient of Determination of Intention 172 4.10 Coefficient of Determination of Usefulness 173 4.11 Coefficient of Determination of Ease of use 174 4.12 Coefficient of Determination of Satisfaction 175 4.13 Summary of Moderation results 177 4.14 Correlations Among Environmental Factors 179 4.15 Correlations Among Intervention Factors 179 4.16 Correlations Among Adjustment Factors 180 4.17 Correlations Among Anchor Factors 180 4.18 Correlations Among Cognitive Instrumental Processes Factors 181 4.19 Correlations among Factors Influencing e- Learning Acceptance 182 5.1 Coefficient of Determination of Intention for Related Studies 212 List of Figures No. Title Page 2.1 Comparison between Different Technology Acceptance Models. 27 2.2 The three-tier use model (3-TUM) 27 2.3 Framework of Theory of Reasoned Action (TRA) 37 2.4 Theory of planned behavior (TPB) 38 2.5 Technology Acceptance Model (TAM) 40 2.6 TAM2: Technology Acceptance Model 2 41 2.7 UTAUT (Unified Theory of Acceptance and Use of Technology) 42 2.8 TAM 3: Advancing the Technology Acceptance Model 44 2.9 DeLone and McLean Information System Success Model (2003) 45 3.1 Research General Framework for e-Learning Acceptance. 88 4.1 Distribution of Gender 118 4.2 Distribution of Age 118 4.3 Distribution of Universities 119 4.4 Distribution of Colleges 120 4.5 Distribution of Experiences 120 4.6 Distribution of Academic Rank 121 4.7 Distribution of Internet Usage 122 4.8 Distribution of Internet Speed 123 4.9 Distribution of Computer Usage 123 4.10 Distribution of e-Learning if Used Voluntarily? 124 4.11 Distribution of e-Learning if Conducted in Holidays? 125 4.12 e-Learning Acceptance Framework in Palestinian Universities 183 Abbreviations e-Learning Electronic Learning ICT Information and Communication Technology IT Information Technology IS Information System TAM Technology Acceptance Model TAM2 Technology Acceptance Model two TAM3 Technology Acceptance Model Three TRA Theory of Reasond Action TPB Theory of Planned Behavior UTAUT Unified Theory of Acceptance and Utilization of Technology IDT Innovation Diffusion Theory SCT Social Cognitive Theory Jusur LMS Jusur Learning Management System GDP Gross Domestic Product ERP Enterprise Resource Planning PITA Palestinian Information Technology Association MNE Ministry of National Economy MTIT Ministry of Telecommunications and Information Technology ASTD American Society of Training and Education NEA National Education Association IITB Indian Institute of Technology Bombay UNDP United Nations Development Programme USA United States of America PC Personal Computer VCR Virtual Classrooms VOIP Voice Over IP Moodle Modular Object-Oriented Dynamic Learning Environment VSAT Very Small Aperture Terminal HR Human Resources SPSS Statistical Pakage for the Social Sciences ANOVA Analysis of Variance LSD test Least Significant Difference test Sig. Significant R 2 Coefficient of Determination Std. Deviation Standard Deviation N Numbers Definition of Terms Term Definition Reference e-Learning Broadly inclusive of all forms of learning and teaching supported by emerging technologies, which employs electronic media that delivers (text, audio, images, animation, and streaming video) in education, and includes ICT technologies and applicationsto enhance content interaction such as (audio or video tape, satellite TV, CD-ROM, computer-based learning, local intranet/extranet based learning, or web-based learning). Reseachers Behavioral Intention “A measure of the strength of one's intention to perform a specified behavior” Fishbein and Ajzen (1975) Perceived Ease of Use “The degree to which a person believes that using an IT will be free of effort” Davis et al. (1989) Perceived Usefulness “The extent to which a person believes that using the system will enhance his or her job performance” Venkatesh and Davis (2000) Subjective Norm “The degree to which an individual perceives that most people who are important to him think he should or should not use the system” Fishbein and Ajzen (1975); Venkatesh and Davis (2000). Image “The degree to which an individual perceives that use of an innovation will enhance his or her status in his or her social system” Venkatesh and Bala (2008); Moore and Benbasat (1991) Job Relevance “The degree to which an individual believes that the target system is applicable to his or her job” Venkatesh and Bala (2008); Venkatesh and Davis (2000) Output Quality “The degree to which an individual believes that the system performs his or her job tasks well” Venkatesh and Bala (2008); Venkatesh and Davis (2000) Result Demonstrability “The degree to which an individual believes that the results of using a system are tangible, observable, and communicable” Venkatesh and Bala (2008); Moore and Benbasat (1991) Computer Self- “The degree to which an individual believes that he or Venkatesh and http://en.wikipedia.org/wiki/Semantics http://en.wikipedia.org/wiki/World_Wide_Web Efficacy she has the ability to perform a specific task/job using the computer” Bala (2008); Compeau and Higgins (1995a) Perceptions of External Control “The degree to which an individual believes that organizational and technical resources exist to support the use of the system” Venkatesh and Bala (2008); Venkatesh et al. (2003) Computer Anxiety “The degree of an individual‟s apprehension, or even fear, when she/he is faced with the possibility of using computers” Venkatesh and Bala (2008); Venkatesh (2000) Computer Playfulness “The degree of cognitive spontaneity in microcomputer interactions” Venkatesh and Bala (2008) Perceived Enjoyment “The extent to which the activity of using a specific system is perceived to be enjoyable in its own right, aside from any performance consequences resulting from system use” Venkatesh and Bala (2008); Venkatesh, (2000) Objective Usability “A comparison of systems based on the actual level (rather than perceptions) of effort required to completing specific tasks” Venkatesh and Bala (2008); Venkatesh (2000) Management Support "The degree to which an individual believes that management has committed to the successful implementation and use of a system" Venkatesh and Bala (2008) Design Characteristics categorized into information-related characteristics such as: accuracy, currency, completeness, and personalization; or system-related characteristics such as: accessibility, reliability, flexibility, adaptability, usability, and interactivity Mueller and Zimmermann, (2009); Wixom and Todd (2005) Organizational Support Refers to procedures, practices, and policies that explore the importance of efforts related to training and development, such as resources and reward systems to apply and acquire learned skills. Tracey et al. (2001) Perceived Satisfaction "A summary affective response of varying intensity that follows e-Learning activities, and is stimulated by several focal aspects, such as content, user interface, learning community, customization, and learning performance" Wang (2003) Interactive Learning Activities Classified into three types: learner-learner interaction which reinforces learning collaboration; learner-content interaction that represents the interactive activities related to learner and instructional content among online Moore (1989) learning environment; and learner-instructor interaction that‟s considered to be as significant main factor for cognitive learning e-Learning Effectiveness Concerns with the improvement of e-Learning performance, motivation and efficacy among users, by richer media available, and instruction method that greater variety of interactions Liaw (2008) e-Learning System Quality Associated with the following variables of perceived e- Learning system quality: flexibility, access convenience, ease of use, integration, response time, sophistication, reliability, accessibility, stability, system speed and usability, navigation, and network speed Lee et al. (2009) TAM (Technology Acceptance Model) Is one of the most influential research models in studies of the determinants of information systems and information technology acceptance to predict intention to use and acceptance of information systems and information technology by individuals Davis (1989) A Framework for e-Learning Acceptance: A Case Study of the Palestinian Universities By Fareed Sameer Al-Sayyid Supervisor Dr. Baker Abdalhaq Abstract This study aims to introduce a comprehensive framework for e- Learning acceptance through describe the reality of e-Learning in Palestinian universities from the perspective of the faculty members. The research framework which based on Technology Acceptance Model3 (TAM3) integrated with intervention and environmental factors, was conceptualized via reviewing related literature and experts opinions in the design process. Quantitative and qualitative research methods were used to answer the research questions and to test hypotheses. Quantitative data which related to the factors that influence e-Learning acceptance collected via structured survey which was distributed to a random sample (n=352) of lecturers at universities in Palestine. Furthermore, a qualitative data which explores the status of e-Learning system in Palestine was derived by an exploratory in depth semi-structured interviews with IT and e- Learning specialists in Palestinian universities. Statistical analysis shows that all investigated factors in the model were supported, excluding the moderation factors (voluntariness and experience). Moreover, the results indicate that perception-related factors are the main significant predictors that directly and indirectly influence intention to use e-Learning. On the other hand, interview results show that most of the Palestinian universities administrator are committed to support e-Learning system adoption in their universities. In addition, the results show that asynchronous e-Learning tools are the most widely used in the Palestinian universities. Based on the research findings, it was recommended that the Palestinian universities adopt the comprehensive framework to promote the adoption and acceptance of e-Learning system. In addition, it was recommended that the Palestinian universities should develop e-Learning infrastructure, and coordinating with other entities such as government, ICT companies, and offices transfer software programs. 1 Chapter One Introduction 2 1.1- Overview Electronic learning is one of the most important outcomes of technological revolution, which driven by the internet transformation. This enables users to effectively cope the need to acquire productive environments by both synchronous and asynchronous learning methodologies (Oye et al., 2012). With the rapid growth of e-Learning market worldwide rated at 35.6%. according to Sun et al. (2008), and due to growth rate with 8.2% of revenues for Self-paced e-Learning products in the Middle East which reached $378.4 million in 2011, and forecasted to reach $560.7 million by 2016, according to Adkins (2013), it is clearly indicated that e-Learning is emerging as a new paradigm for educational preform in the world in general and in Palestine in particular. Therefore, there is a need to identify what drives a successful e-Learning deployment in universities of Palestine, which reflected on the quality of education if it is adopted and employed successfully. Investment in e-Learning systems loses its significance if there were inappropriate number of users. Therefore, it is necessary to study teachers‟ behavior toward e-Learning acceptance in order to help executives to make polices based on individual characters and environmental factors that promoting teachers to use e-Learning (Wang and Wang, 2009). 3 The main objective of the research is to develop a framework for e- Learning acceptance for faculty members in Palestinian universities, based on an extension of Technology Acceptance Model3 (TAM3) which proposed by Venkatesh and Bala (2008). The critical factors influencing faculty satisfaction for adopting e- Learning in Palestine are planned to be investigated by utilizing both qualitative methods to collect data through interviews with e-Learning or IT specialist in universities, and quantitative methods to gather data through a survey development targeting the views of Palestinian universities lecturers. The results and recommendations of this research may help Palestinian universities formulate new strategies to adopt e-Learning, in coordination with the relevant institutions, in order to achieve the desired success based on the proposed framework. 1.2- Background Higher education and universities in Palestine, considered to be an important sector which actively interact with changing world and societies, and being responsive to their political, economic, and community engagement. Each university has differ mission, size, goals, academic curriculum, standards, and programs that‟s what characterizing their status from other universities, especially in the percentage of e- Learning acceptance and use. 4 Universities used e-Learning technology to achieve cost effectiveness by cost and time reduction, quality improvement, and usefulness maximization compared to traditional education (Marengo and Marengo, 2005). This is what Rosenberg (2001) mentioned, and also added that e-Learning has several benefits including: a just-in time learning approach, its content is more timely and dependable, and provides learner with increasingly valuable service such as: access expertise of sages, and share valued information in a comprehensive manner. And thus can achieve a competitive advantage. The learning which is supported electronically that termed e- Learning was appeared and widely used in education since 1995 (Beldagli and Adiguzel, 2010), and defined as: learning and teaching through the use of information and communication technologies (Babić, 2012). Information and communication technologies (ICT) have become a major focus in the educational process through integration with education, which has many benefits including increasing the quality of education (Chang, 2008), enhancing teacher's motivation and performance (Al- Zaidiyeen et al., 2008). Therefore, the rapid improvement and progress in (ICT), and development of the multimedia technologist and Internet, are expanding the way for the possibility of new teaching paradigms (Shraim, 2010), and primary stimulus of e-Learning (Nagy, 2005). 5 e-Learning is one of the outputs of the technological development in the field of ICT, which offers many opportunities for enhancing the quality and quantity of education process by developing the quality management system in the field of e-Learning, that will reflect positively on the teachers and learners competences for using ICT in teaching or learning activates as Babić (2012) mentioned. Due to the special situation of Palestine, because of the Israeli occupation and its restrictions, the ICT sector is a key lever for the future of the Palestinian economy, which is the fastest growing sector compared to other economic sectors with contribution to the Palestinian GDP of 8%, and with annual growth rate of more than 10%, according to Solutions for Development Consulting Co. (2013). E-Learning depends primarily on the user's willingness to employ the computer in the educational process. So, understanding the people's willingness to accept and use computer considered to be one of the most challenging issues in information systems research according to Swanson (1988). Davis (1989) argued, if this can be understood, organizations would be able to explain, predict, and increase user acceptance of any technology. Andersson and Grönlund (2009), argue that the majority of literature in developing countries focuses on access to technology and factors contextual; in contrast to that developed countries, which examines individual's characteristics. 6 This research aims to investigate and understand the factors that influence the attitude of academic staff of Palestinian universities towards e-Learning adoption through the extension of Technology Acceptance Model 3 (TAM3). This can help universities to formulate strategies that will help them in the transition to e-Learning. 1.3- Research on e-Learning Acceptance This study focuses on the critical factors which influencing e- Learning acceptance by lecturers in Palestinian universities, based on TAM3 integrated with environmental and intervention variables; in order to provide stakeholders with a framework that provides a comprehensive insight to address the main challenges facing e-Learning successful implementation. To accomplish that, the study assessing to what degree the lecturers accepted the e-Learning approach in the Palestinian universities, and the challenges that have prohibited the optimal use of this type of education by testing the correlation among external factors that related to social influence processes, cognitive instructional processes, anchors that reflect individual differences, adjustment, intervention, and environmental variables; which predict internal beliefs factors that significantly affect the intention toward e- Learning acceptance. The framework proposed in this study consists mainly of Technology Acceptance Model3 (TAM3) integrated with interventions, 7 environmental factors, and technology (internet and computer) usage. Venkatesh and Bala (2008), considered the validation and development of TAM3 as a significant first step to understand the role of interventions in the IT contexts acceptance, and its importance as a determinant of perceived usefulness and ease of use. Faqih and Jaradat (2015), considered TAM3 a comprehensive model that incorporated individual characters, content, context, and process elements in order to present rich details on capturing the dynamics and complexity of new technology acceptance and use in developing countries. TAM3 is the development of TAM2 that is an extension of TAM introduced by Venkatesh and Davis (2000). TAM was proposed by Davis (1989), which focuses on two determinants including perceived ease of use and perceived usefulness that are influenced by external variables and positively affect the individual's intention and behavior to use new technology (Chen et al., 2011; Aggorowati et al., 2012). In TAM3 the determinants of perceived "usefulness" are explained by social influence processes (subjective norm and image), and cognitive instrumental processes (job relevance, output quality, and result demonstrability) (Venkatesh and Davis, 2000), which represent users perceptions about a system's functionality (Davis and Venkatesh, 2004). But, the determinants of perceived "ease of use" affected by anchoring users beliefs about computer use (Davis and Venkatesh, 2004) which 8 represents several traits and emotions, such as: computer self-efficacy, perception of external control, computer playfulness, and computer anxiety (Venkatesh and Bala, 2008), and adjusting their various aspects of the hands-on experience with the specific system (Davis and Venkatesh, 2004) which represent (perceived enjoyment, and objective usability) factors (Venkatesh and Bala, 2008). Cohen (2005) and Jasperson et al. (2005) argued that managers should develop effective interventions from managers that can lead to greater new technology acceptance and use as has been suggested in both the academic and trade press. For that, there is a need to grasp how various interventions can affect the determinants of e-Learning adoption. According to Venkatesh (2006), pre-implementation interventions such as (management support, and design characteristics), and post- implementation interventions such as (training, and organizational support which represent facilitating conditions) can assist users make better adoption decision about new system and help managers to make effective decisions during implementation. Environmental factors investigated in this study provide a user- friendly environment which achieves instructor's satisfaction toward e- Learning usage. Liaw (2008) concluded some most important considerations such as: interaction, design, and instructor characteristics while designing effective e-Learning environments. 9 Liaw (2008) added that the effectiveness of e-Learning which influencing users perceived satisfaction can be affected by some determinants such as system quality, multimedia instruction, and interactive learning activities. Liaw et al. (2007) used parameters related to e-Learning effectiveness, multimedia environment, and system quality to measure perceived satisfaction, results viewed significant variances among instructors in meeting e-Learning needs that affect their attitudes toward the adoption of e-Learning. This study, examined the instructor's attitude differences based on teaching experiences, technology usage, age, gender, academic rank, university. Wong and Hanafi (2007) argued that age or gender can shape an instructor's attitude toward e-Learning. Besides, the instructor's teaching experience and skill levels in computer affect their perceptions of e-Learning (Alenezi, 2012). 1.4- Motivation to Conduct the Research The requirements of appropriate learning have stimulated great demand on the use of e-Learning in the various institutions and institutes of higher education (Beldagli and Adiguzel, 2010). Fardoun (2011), noted that there are several studies in recent years which prove that the use of e-Learning system has increased in educational environments. 10 There are many strengths lie in the Palestinian ICT sector according to the recently finalized ICT 3-year sector strategy and development plan commissioned by the Palestinian Information Technology Association of Companies (PITA) in 2012. These strengths include: approximately 1600 students specializing in ICT fields graduates every year from Palestinian universities, and the encouraging support provided to the ICT sector from both the Ministry of National Economy (MNE) and Ministry of Telecommunications and Information Technology (MTIT) which expected to improve since this sector employs over 5000 people, (Solutions for Development Consulting, 2012). This promotes the use of e-Learning as one of the outputs of ICT and technological innovation. The Palestinian economy should cope with rapid changes and developments in ICT sector in the era of globalization. This needs qualified graduates who have the rapid updated knowledge, that can be provided to them by e-Learning system. Students no longer rely on textbooks in access to information, therefore the unconventional teaching methods to keep up with those changes should be activated (Alaraj, 2012). But, a need remain to accept this new system by lecturers in order to accommodate these changes, and this requires the study of factors that influence their decisions and attitudes toward e-Learning system. 11 This research is the first in Palestine, which offers a comprehensive framework to accept e-Learning by lecturers in different Palestinian universities. 1.5- Problem Statement E-Learning acceptance and usage in Palestinian universities are relatively unevenly. "Nearly, every university in Palestine is offering some type of online education" (Shraim, 2010). Despite the rapid technological progress, the adoption of e-Learning in the Palestinian universities suffers from deficiencies. "The rapid pace of technological and economic developments has placed greater demands on education systems. Recently, a new paradigm of teaching and learning process, e-Learning, has emerged as a result of the rapid diffusion of ICT" (Shraim, 2010). Given the need to reduce costs, to improve the quality of educational process, and to keep pace with inflation emerging in the universities due to population growth and increase the number of registered in return for the small number of graduates (Palestinian Central Bureau of Statistics, 2014b). The needs arise to employ the techniques of modern electronic in the educational process learning which also helps universities vertical expansion and accommodate more and more students as the e-Learning specialists in Palestinian universities suggested. 12 According to El-Harazin et al. (2007), the demand to seek education are increased, in return to that the resources available for traditional teaching are limited and faced with physical and security obstacles which makes the proposed e-Learning as an innovative program that be a viable. The development of Palestinian education are influenced by Palestinian-Israeli conflict. Shraim (2010) argued that on the access to quality education, “e-Learning has become a necessity rather than a luxury” to mitigate the negative effects of the ongoing this conflict. The use of e-Learning faces many challenges in the Palestinian universities. Osaily (2013), summarized these challenges from the experiences of e-Learning initiative in Al-Quds Open University in Hebron Educational Region, among the challenges presented: how to improve the technical infrastructure and facilities which include (providing higher internet speed, wireless internet at the university campuses and stronger servers), how to support the concept of e-Learning and enhance English language among teachers and students, how to achieve social mobilization of community members to interact with this type of education, and how to promote more research on these issues (Osaily, 2013). Qureshi et al. (2012), explained failure to take advantage of the possibilities offered by e-Learning by underlying issues such as: technical difficulties, access to computers, English competency, need for face to 13 face interaction, level of awareness, computer literacy, resistance to change, technical staff available, and Privacy and Security (Qureshi et al., 2012). Shraim (2010) indicated that higher education should make considerable efforts to enable their instructors to take full advantage of the potential of e-Learning, which is still underutilized. During a reviewing of the literature, there is no study done even today to identify the comprehensive factors that leading to e-Learning acceptance by lecturers in Palestinian universities. This research aims to study and investigate the factors influencing e-Learning acceptance by lecturers in Palestinian universities, by developing a framework based on integrate TAM3 model with intervention and environmental factors. 1.6- Research Questions This research aims to answering the following questions: 1. What are the technologies used in the Palestinian universities that serve and support e-Learning? 2. What are the factors that have been influencing acceptance of e- Learning technology by lecturers? 3. What is the role of using emerging technologies in the e-Learning acceptance? 14 4. What changes are required to foster a collaborative e-Learning environment? 1.7- Research Hypotheses This research aims to test the following hypotheses:  H1: Perceived usefulness is significantly and positively related to behavioral intention to use e-Learning.  H2: Perceived ease of use is significantly and positively related to behavioral intention to use e-Learning.  H3: Perceived ease of use is significantly and positively related perceived usefulness of e-Learning.  H4: Behavioral intention significantly and positively affects usage behavior toward e-Learning.  H5: Subjective norms have a significant positive direct effect on behavioral intention to use e-Learning.  H6: Subjective norms have a significant positive direct effect on usefulness of e-Learning.  H7: Subjective norms have a significant positive direct effect on image for using e-Learning.  H8: Users' image for using e-Learning has positive influence on perceived usefulness of e-Learning. 15  H9: Job relevance of e-Learning has positive influence on users‟ perceived usefulness of e-Learning.  H10: Output quality of e-Learning has positive influence on users‟ perceived usefulness of e-Learning.  H11: Result demonstrability of e-Learning has positive influence on users‟ perceived usefulness of e-Learning.  H12: Computer self-efficiency is significantly and positively related to perceived ease of use of e-Learning.  H13: Perceptions of external control is significantly and positively related to perceived ease of use of e-Learning.  H14: Computer anxiety is significantly and negatively related to perceived ease of use of e-Learning.  H15: Computer playfulness will have a positive effect on perceived ease of use of e-Learning.  H16: Perceived enjoyment has a significant positive effect on perceived ease of use of e-Learning.  H17: Objective usability has a significant positive effect on perceived ease of use of e-Learning.  H18: Management support is significantly and positively related to perceived usefulness of e-Learning. 16  H19: Management support is significantly and positively related to perceived ease of use of e-Learning.  H20: Design characteristics is significantly and positively related to perceived usefulness of e-Learning.  H21: Design characteristics is significantly and positively related to perceived ease of use of e-Learning.  H22: Organizational support is significantly and positively related to perceived usefulness of e-Learning.  H23: Organizational support is significantly and positively related to perceived ease of use of e-Learning.  H24: Training is significantly and positively related to perceived usefulness of e-Learning.  H25: Training is significantly and positively related to perceived ease of use of e-Learning.  H26: e-Learning system quality will positively influence perceived satisfaction with e-Learning.  H27: Interactive learning activities will positively influence perceived satisfaction with e-Learning.  H28: e-Learning effectiveness will positively influence perceived satisfaction with e-Learning. 17  H29: Multimedia instruction will positively influence perceived satisfaction with e-Learning.  H30: Perceived satisfaction is significantly and positively related to behavioral intention to use e-Learning.  H31: The moderator (voluntariness) will significantly influence the relationship between subjective norms and behavioral intention to use e-Learning.  H32: The moderator in TAM3 (experience) will significantly influence extended paths relationships between (subjective norms; ease of use) and (behavioral intention), (subjective norms; ease of use) and (usefulness), and (computer anxiety, computer playfulness, perceived enjoyment, objective usability) and (ease of use). 1.8- Structure of the Thesis The thesis is organized into six chapters as the following: Chapter one introduces the thesis subject and its objectives. Chapter two introduces a literature review and summarizes studies that addressed the e-Learning, and previous studies which support the hypotheses formulation. Chapter three presents the methodology that has been followed in this research. Chapter four present the results and findings that illustrates the analytical results of research variables and gives the hypotheses results. Chapter five gives brief conclusions on hypotheses results with a set of recommendations and future research suggestions. 18 Chapter Two Literature Review 19 2.1- Overview This chapter presents the research conceptual framework and discuss the literature review related to e-Learning acceptance. More specifically, it discusses three aspects, the first one concerning on the theme of ICT and e-Learning acceptance. The second part displays the debate on scientific studies related to factors influencing e-Learning adoption, technology acceptance models, international studies based on these models, universities role, and technology usage. While the final part discuss the e-Learning concept, benefits, challenges, and categories, and reviews reality of e-Learning in Palestinian universities. Moreover, we explore some statistics that related to higher education in Palestine. 2.2- Information and Communication Technology (ICT) in Learning Sector: In the recent years, there has been an interesting to utilize computers, internet and communication networks that abolish the constraints of time and distances in the way that made the world as a small village. In light of this, there is a determined effort to recruit ICT's tools in the educational process in order to increase their efficiency and effectiveness in both formal and non-formal settings at all levels. UNDP (2005) defined ICTs as a set of tools, applications, goods, and services, on which information handled, produced, processed, stored, or exchanged. Mikre (2012) refers the operational definition of ICT "to the http://ictlogy.net/bibliography/reports/contacts.php?idc=131 20 computer and internet connections used to handle and communicate information for learning purpose". So, the effective delivering knowledge in the recent years based on utilizing e-Learning as ICT tool (Ilechukwu, 2013). Noor-Ul-Amin (2013) differentiated between ICTs for education which refers to the enhancement of communication and information technology to serve teaching and learning objectives, and ICTs in education which includes the adoption main components of communication and information technology in the process of teaching and learning that is related to (quality, accessibility, motivation, environment, ICT usage, and academic performance). According to Ilechukwu (2013), e-Learning referred to employing the variance ICT media (computer, CD-ROM, internet, audio and video tapes, multimedia, etc.) in compiling the relevance teaching's and learning's implementation, combination and relationship. Tinio (2002) pointed to the impact of growing capabilities of ICTs in the intension opportunities of enhancing the education's relevance and quality in developing countries; and as well facilitating knowledge acquisition and absorption. As Mikre (2012) sees that many of the studies demonstrate the higher knowledge gained by learners when using ICT tools compared to those do not use. So, in developing countries as UNDP (2004) suggested, policy makers must recognize the need for linking ICT to education policies which should focus on new effective and flexible teaching paradigms that could be offered by ICT, subjecting teachers to re- 21 training programs includes using ICTs in education, the need for local education content, the need for ICT infrastructure, and on using alternative technologies that are low cost and compensate the lack factors in education. Voogt (2003) described the basic roles of ICT's relevance in education as an object for study, a medium of instruction, and an aside of profession. In addition he distinguished between traditional learning and emerging pedagogy which based on constructivist approaches that fits to the use of computer and internet. These comparisons listed in Table 2-1 below. Table 2-1: Overview of Pedagogy in the Traditional versus Information Society As adapted by Voogt (2003) from (Voogt and Odenthal, 1997; Wijnen et.al., 1999). Aspect Traditional pedagogy Emerging pedagogy for the information society Active learning Activities prescribed by teacher Activities determined by learners Whole class instruction Small group Little variation activities Many different activities Pace determined by the programme Pace determined by learners Collaborative Individual Working in teams Homogenous groups Heterogeneous groups Every one for him/herself Supporting each other Creative Reproductive learning Productive learning Apply known solutions to problems Find new solutions to problems Integrative No link between theory and practice Integrating theory and practice Separate subjects integration between subjects Discipline based Thematic Individual teachers Teams of teachers Evaluative Traditional pedagogy Emerging pedagogy for the information society Source: Mikre, (2012). 22 Scheuermann and Pedró (2009) urged many reasons pushed most countries to undertake considerable investments to develop technology employment in education, one of this important reason is the possess ability to fully integrate the knowledge economy driven by technology with society. In addition, ICT enable wider learners accessing to the same best practices education and course material regardless of geographical barriers and time, which have an impact on learners performance (Noor-Ul-Amin, 2013) and prepare them for the new global economy (Kozma, 2005). If we extrapolate the reality, find that the role of ICT in education will grow and develop continuously, because it becomes more important in all aspects of the life and the world engaging rapidly into digital media and information. 2.3- Factors Influencing e-Learning Acceptance e-Learning and ICT technologies have been discussed from many international studies and researches. And also, there was a focus on the factors influencing the adoption and acceptance of those technologies among users. Several of those studies provide an empirical and theoretical background related to e-Learning technologies and its successes. Consequently, it is necessary to compare our findings with others after exploring, analyzing, understanding, and highlighting their studies factors that affecting e-Learning adoption. 23 2.3.1. Factors Influencing Lecturers to e-Learning Acceptance Numerous studies like Shraim (2010), Phua et al. (2012), Babić (2012), Wang et al. (2009), and others concerned with e-Learning adaption by academic staff, and exhibited many factors that influence the adaption of e-Learning by universities lecturers. These researches and others show that both empirical and theoretical support available for the great correlation between intention to engage in a behavior and actual usage or adoption. Perceived behavioral intention is defined as "a measure of the strength of one's intention to perform a specified behavior" (Fishbein and Ajzen, 1975). That mean, an individual's feelings (positive or negative) toward performing the target behavior (Davis et al., 1989; Fishbein and Ajzen, 1975). Intention used as an indicator to capture the factors that affect desired behavior (Ajzen, 1991). So, before users' decisions to engage or not engage in a given behavior, they could consider the implications of their actual behavior. There are several factors such as perceived usefulness (Davis, 1989), subjective norms (Schepers and Wetzel, 2007), perceived ease of use (Davis, 1989), and perceived satisfaction (Liaw, 2008) that are positively associated with behavioral intention to use new technology. Several researches explored the importance of perceived ease of use as a most significant factor that influences individual behavior toward new technology acceptance and usage (Venkatesh, 2000). Theoretically, perceived ease of use is closely related to individual's self-efficacy beliefs 24 and procedural knowledge based on hands-on experience and execution of skills (Davis et al., 1989; Venkatesh, 2000; Davis and Venkatesh, 2004) Perceived ease of use, according to Davis et al. (1989) is defined as "the degree to which a person believes that using an IT will be free of effort". To understand the determinants of perceived ease of use of any system-specific or technology, Venkatesh (2000) explored how user's perceptions formed and changed over time along with growing expertise with the target system, based on anchor and adjustment factors. Perceived usefulness is another important factor that influences lecturer's adoption of new technology which is defined as "the extent to which a person believes that using the system will enhance his or her job performance" (Venkatesh and Davis, 2000). This factor could be greatly affected by three interrelated social influencing processes which reflect the opportunity facing users to adopt or reject a new specific system. These forces are subjective norm, image, and voluntariness; and could be affected by four cognitive instrumental processes: job relevance, output quality, result demonstrability, and perceived ease of use (Venkatesh and Davis, 2000; Wu et al, 2011). The integration of the social influence and cognitive instrumental processes explain the extent of individual perception towards a new system as useful, and thus the positive of his or her attitude toward using this system (Wu et al., 2011). 25 Subjective Norm defined as "the degree to which an individual perceives that most people who are important to him think he should or should not use the system" (Venkatesh and Bala, 2008; Fishbein and Ajzen, 1975; Venkatesh and Davis, 2000). So the users will form stronger intentions and positive attitude toward the use of new technology, if conscientious figures think that significant others believe that the new technology should be used (Devaraj et al., 2008). Image is "the degree to which an individual perceives that use of an innovation will enhance his or her status in his or her social system" (Venkatesh and Bala, 2008; Moore and Benbasat, 1991). Image and subjective norms are significant determinants that reflect the importance of having others think positively of users behavioral intentions (Punnoose, 2012). Job Relevance defined as "the degree to which an individual believes that the target system is applicable to his or her job" (Venkatesh and Bala, 2008; Venkatesh and Davis, 2000). Polson (1987) argued that knowledge about the working conditions vary among users when they used it to determine what tasks can be performed within a system-specific. Output Quality is "the degree to which an individual believes that the system performs his or her job tasks well" (Venkatesh and Bala, 2008, p. 277; Venkatesh and Davis, 2000). In the other words, this factor defined as "the degree to which an individual judges the effect of new system" (Wu et al., 2011). 26 Result Demonstrability: "the degree to which an individual believes that the results of using a system are tangible, observable, and communicable" (Venkatesh and Bala, 2008, p. 277; Moore and Benbasat, 1991). This means that users can be expected to form positive perceptions about the useful of a target system if co variation between use and positive results is easily remarkable (Venkatesh and Davis, 2000). Almost these variables and factors mentioned above and others can be grouped into five categories (Individual Differences, Beliefs, Attitude, Behavioral Intention, and Actual Behavior), at different models that test their correlations as Punnoose (2012) presented (Figure 2.1). But, based on the 3-TUM (three-tier Technology Use Model) (Figure 2.2), the attitudes of users toward IT and faculty toward computer and internet usage as a job assistance tool can be spliced into three different tiers include respectively, according to the positive impact on each other as follows: the tier of system quality and individual characteristics that represent their experience, the affective and cognitive tier, and the behavioral intention tier (Liaw, 2007). 27 Figure 2.1: Comparison of Innovation Diffusion Theory (IDT), Social Cognitive Theory (SCT), Theory of Reasoned Action (TRA), Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). Source: (Punnoose, 2012). Figure 2.2: The three-tier use model (3-TUM). Source: (Liaw, 2007). 2.3.2.Technological Factors Influencing e-Learning Acceptance User perceptions about the new technology usability would be anchored to various general beliefs about computer usage after direct 28 experience, and then the perception ease of use would be adjusted to reflect the experience's various aspects (Venkatesh, 2000). Anchoring variables that forming perceived ease of use about system-specific are grouped into three categories, the first related to users' control beliefs which includes perception of internal control (computer self- efficacy) and perception of external control (facilitating conditions), the second represent users' emotion which conceptualized as computer anxiety, and finally intrinsic motivation which represents computer playfulness (Venkatesh, 2000; Venkatesh and Bala, 2008). Computer Self-efficacy defined as "the degree to which an individual believes that he or she has the ability to perform a specific task/job using the computer" (Venkatesh and Bala, 2008; Compeau and Higgins, 1995a, 1995b). So, if the system is friendly to user, it is possible for the user to have more control over the system, thereby enhancing their self-efficacy (Venkatesh and Bala, 2008). Perceptions of External Control is another anchor factor that means "the degree to which an individual believes that organizational and technical resources exist to support the use of the system" (Venkatesh and Bala, 2008; Venkatesh et al., 2003). Computer Anxiety is theorized as "the degree of an individual‟s apprehension, or even fear, when she/he is faced with the possibility of using computers" (Venkatesh and Bala, 2008; Venkatesh, 2000). That‟s 29 mean an anchor belief which inhibits forming a positive perceived ease of use toward a new system (Venkatesh, 2000). Computer Playfulness is defined as "the degree of cognitive spontaneity in microcomputer interactions" (Venkatesh and Bala, 2008; Webster and Martocchio, 1992). This factor represents the self motivation associated with using a new technology (Venkatesh and Bala, 2008). Likewise, adjustment variables represent the later adjusting users' perceptions of ease to use about system-specific based on their hands-on experience (Venkatesh and Bala, 2008). Resulting from the users and new system interaction the adjustments such perceived enjoyment and objective usability are added influence on perceived ease to use (Venkatesh, 2000). Perceived Enjoyment is "the extent to which the activity of using a specific system is perceived to be enjoyable in its own right, aside from any performance consequences resulting from system use" (Venkatesh and Bala, 2008; Venkatesh, 2000). Objective Usability is defined as "a comparison of systems based on the actual level (rather than perceptions) of effort required to completing specific tasks" (Venkatesh and Bala, 2008; Venkatesh, 2000). 2.3.3. Interventional Factors Influencing e-Learning Acceptance Venkatesh and Bala (2008) considered the validation and development of Technology Acceptance Model 3 (TAM3) as a significant 30 first step to understand the role of interventions in adoption the information technology contexts; and offered future studies directions based on the importance of interventions as a determinant of perceived ease of use and perceived usefulness. Interventions is classified into two main categories that are pre- and post-implementation as Venkatesh and Bala (2008) suggested. Pre- implementation represents early stages that drive to the actual roll related to initiation, adoption and adaptation of new system; whereas post- implementation represents the entails stages related to user acceptance, routinization, and infusion which follows the deployment of the new system (Cooper and Zmud, 1990). Pre-implementation interventions described by Venkatesh and Bala (2008) as a set of organizational activities such as management support, design characteristics, and user participation, that carried out during the development and deployment of new system, and drive to magnification system's acceptance by providing a realistic preview of the system features and minimizing the initial resistance to this system. Management support suggested from Markus (1981), Jarvenpaa and Ives (1991), and Liang et al. (2007) as a significant previous of information technology implementation success; and suggested to be one of the most critical success factors for the complex systems (Holland and Light, 1999; Liang et al., 2007). 31 According to Venkatesh and Bala (2008), this factor refers to "the degree to which an individual believes that management has committed to the successful implementation and use of a system". So, managers such as: middle managers, senior executives, or direct supervisors are considered to be as significant sources of interventions who can intervene directly by using features of IT, incentive structures, or directing enhancement of new system applications; or indirectly by providing resources, sponsoring, or issuing guidance and directives (Jasperson et al., 2005). This is what Tracey et al. (2001) pointed out in their management support definition, which reflects the extent of work environment aspects to encourage managers and supervisors on innovation, job learning, and skill acquisition and provide recognition to users in support of these activities. Design characteristics accordance with (Mueller and Zimmermann, 2009; Venkatesh and Bala, 2008; Wixom and Todd, 2005) can be categorized into information-related characteristics such as: accuracy, currency, completeness, and personalization (Mueller and Zimmermann, 2009; Nov and Ye, 2008; Wang et al, 2007; Wixom and Todd, 2005; DeLone and McLean, 2003); or system-related characteristics such as: accessibility, reliability, flexibility, adaptability, usability, and interactivity (Mueller and Zimmermann, 2009; Wang et al, 2007; Wixom and Todd, 2005; DeLone and McLean, 2003). Post-implementation interventions represent a group of institutional support activities such as: organizational support, peer support, and training 32 which take place after the application of the new system in order to improve the acceptability of this system to the users (Venkatesh and Bala, 2008). Beaudry and Pinsonneault, (2005) argued that the lack of abilities and necessary resources to system usage leads to the reluctance of users from new system acceptance. Organizational support constitutes institutional activities or functions whether they are formal or informal that support and assist users in the new system usage in various forms such as: creating dedicated helpdesks, sending employees to off-the-job, hiring system and business process experts, and providing necessary infrastructure (Venkatesh and Bala, 2008). According to Tracey et al. (2001), organizational support refers to procedures, practices, and policies that explore the importance of efforts related to training and development, such as resources and reward systems to apply and acquire learned skills. Training provides users with a hands-on mechanism to deployment of useful relevant information about the new system, and allowing them to explore the system from a technical standpoint and functional perspective, furthermore to interact with this system features based on the literature or prior information relevant to the applied system (Amoako-Gyampah and Salam, 2004). Furthermore, training interventions can mitigate the invoke passive reaction from users toward the new system (Venkatesh and Bala, 2008). 33 2.3.4. Environmental Factors Influencing e-Learning Acceptance The promotion of e-Learning system as suited environments for teaching and learning requires good understanding of users' attitude toward this new system. Teaching environment based on e-Learning such as learn on-line can contribute to bridge the gap between lecturer and learner, the two main ingredients in the classroom, affect the ability to teach and learn (Kotzer and Elran, 2012), and contribute to faculty satisfaction in the teaching forasmuch level of learners interaction in the course and their performance, satisfaction with e-Learning system, low levels of technical difficulties, a positive perception of the effect of the technology, and reason for choosing environment on-line based teaching (Fredericksen et al., 2000). Liaw and Huang (2011) suggested four elements to facilitate e- Learning system including learning activities related to interactive learning activities, environmental characteristics which depend on system quality and multimedia instruction; these variables represent an environmental factor that lead to users' perceived satisfaction which affect their behavioral intention toward the new system usage, as Liaw (2008) concluded. Perceived satisfaction, due to the most behavior researcher, agreed to be significant factor affecting and complaining behavior intention toward new system usage, and considered the central post-learning behavior mediator (Wang, 2003). 34 Wang (2003) defined satisfaction as "a summary affective response of varying intensity that follows asynchronous e-Learning activities, and is stimulated by several focal aspects, such as content, user interface, learning community, customization, and learning performance". Spreng et al. (1996) defined user satisfaction as an affective state that related to the use of information system. Interactive learning activities as environmental factor in e-Learning consist of two parts, the first in regard with learning activities provides a great opportunity for lecturers and learners to share their experience and knowledge (Laiw, 2008), the second is related to interactivity that is considered to be the fundamental success factor for online-based teaching environment (Sims et al., 2002). Interaction in learning is classified according to Moore (1989) into three types: learner-learner interaction which reinforces learning collaboration, learner-content interaction that represents the interactive activities related to learner and instructional content among online learning environment (Zhang, 2005), and learner- instructor interaction that‟s considered to be as significant main factor for cognitive learning (Bloom, 1981). So, interaction is one of the critical factors that lead to lecturer satisfaction based on the belief in their ability to promote positive student outcomes (Bolliger and Wasilik, 2009); higher learner engagement (Fredericksen et al., 2000), and positive attitude toward distance-based Learning (Chapman et al., 1999). 35 e-Learning effectiveness concerns with the improvement of e- Learning performance, motivation and efficacy among users, by richer media available, and instruction method that greater variety of interactions (Liaw, 2008). Al-Maskari and Sanderson (2010) concluded that users' satisfaction is more significantly influenced by higher system effectiveness compared to an inferior effectiveness. e-Learning system quality clarified by Gable et al. (2008) from design and technical perspectives as a measure or users' evaluation of an information system; and is defined by Oun-Alla (2013) as "a term to describe the quality of the content of information system". Additionally, an efficient e-Learning system depends on the system quality (Oun-Alla, 2013). DeLone and McLean (2004) argued that variables associated to system quality may vary, based on the target technologies, and concluded that system quality is a critical success factor which influence the users' satisfaction and their intention to use the new system according to the IS success model. In general, the clear variables of perceived web-based system quality are: flexibility, access convenience, ease of use, integration, response time, sophistication, reliability, accessibility, stability, system speed and usability, navigation, and network speed (Lee et al., 2009). Multimedia instruction containing PowerPoint slides, lecture notes, and instructional videos that are fragmented logically into a number of individual videos clips in which each focuses on a single subtopic (Zhang, 36 2005). So, a creation of a multimedia instructional material requires capability to integrate different media such as: audio, video, picture, text, and animation (Sun and Cheng, 2007). Spiro et al. (1995) noted that multimedia instruction play a significant role in a manner enabling users to enhance their complex cognitive skills. Even further, multimedia instruction can enhance users' ability to retain information (Chapman et al., 1999) and lead them to generate higher performance (Zhang, 2005). 2.4- User Acceptance Theories and Models Technology needs has grown rapidly in 1970's, at the same time the failures of adopting new technology is increasing in the firms, predicting system or models used became interested for researchers (Chuttur, 2009). The following Categories (TRA, TPB, TAM, TAM2, TAM3, UTAUT) in the next pages represent the overview of the most commonly used models of accepting technology, as well as considered to be key factors for better understanding of the concept of higher education teacher competence in the field of e-Learning. Furthermore, other categories of external factors have been listed in Table 2-5, in which there is an overview of those factors which -as found in recent studies- showed connection with teacher's accepting e-Learning technology. 37 2.4.1.TRA (Theory of Reasoned Action) TRA (Figure 2-3), was developed by Fishbein and Ajzen (1975). They drew the distinction between attitude constructs: attitude toward the object (AO), which refers to a person's evaluation of a specific attitude toward behavior (AB), which refers to person's evaluation of a specific behavior involving the object. "It has been shown that AB relates more strongly to a specified behavior than does AO according to Ajzen and Fishbein, (1977)" (Davis, 1993). The performance of specified behavior of the user according to TRA, determined by their behavioral intention to perform behavior, and behavioral intention is jointly determined by their attitude and subjective norm. (Davis et al., 1989). 2.4-2. TPB (Theory of Planned Behavior) The theory of planned behavior TPB (Figure 2-4) is an extension of the theory of reasoned action, made necessary by the original model's limitations in dealing with behaviors over which people have incomplete volitional control (Ajzem, 1991). Figure 2-3: Framework of Theory of Reasoned Action (TRA), (Wu et al., 2011) 38 "At the most basic level of explanation, the theory postulates that behavior is a function of salient information, or beliefs, relevant to the behavior" (Ajzem, 1991). People can hold a many beliefs about any given behavior, but they can attend to only a relatively small number at any given moment according to Milier (1956). Ajzen (1991) pointed out that the salient beliefs are considered to be the dominant determinants of a person's intentions and actions, and he distinguished three kinds of salient beliefs: first one the behavioral beliefs which are assumed to influence attitudes toward the behavior, second one the normative beliefs which constitute the underlying determinants of subjective norms, the last ones are the control beliefs which provide the basis for perceptions of behavioral control. Figure 2-4: Theory of planned behavior (TPB), (Chen et al., 2011) 39 2.4.3.TAM (Technology Acceptance Model): The Technology Acceptance Model TAM (Figure 2-5) which was developed by Davis (1989) is an adaptation of TRA which was developed by Fishbein and Ajzen (1975). "TAM highlights the influence derived from external variables and internal beliefs and indicates that system usage can be explained on the basis of the perceived ease of use and perceived usefulness. The internalization effect mentioned in both TRA and TAM implies that subjective norms may influence one's intention to use and also perceived usefulness of a technology; furthermore, it affects one‟s attitude, subjective norms, constructs of the TRA model, and perceived usefulness and perceived ease of use in TAM. In both models, attitude is considered to be influential to behavioral intention" (Wu et al., 2011). Technology Acceptance Model “is widely applied to access users‟ usage in various information system/information technology areas. Learning the critical role of Technology Acceptance Model can guide researchers to design different users‟ interface for different online customers, and consequently achieve high user usage in different application areas” (Chen et al., 2011). TAM is considered to be “one of the most influential research models in studies of the determinants of information systems and information technology acceptance to predict intention to use and 40 acceptance of information systems and information technology by individuals. Technology Acceptance Model has received considerable attention of researchers in the information system field over the past decade”, (Chen et al., 2011). In this model, there are two main determinants or factors that positively affect the attitudes toward the behavioral intention to use the new technology system. The first factor is perceived ease of use, which means the extent that a person believes that using a particular new technology would be far away from effort. The second factor is perceived usefulness, that‟s seen as the extent that an individual believes that using a particular new technology would enhance their life performance. Both of these two factors are influenced by external variable (Chen et al., 2011). Technology Acceptance Model has been employed in various information system areas, (Chen et al., 2011). 2.4.4.TAM2 (Technology Acceptance Model 2): TAM was developed by Davis et al. (1989), to explain why users accept or reject an innovative information system. While, TAM2 (Figure 2- 6) which was developed by Venkatesh and Davis in 2000, through Figure 2-5: Technology Acceptance Model, (Chen et al., 2011) 41 extension of TAM, to revisit the variables of Social Influence (Subjective Norm, Voluntariness, and Image) and Cognitive Instrumental (Job Relevance, Output Quality, and Result Demonstrability) which have an effect on behavioral intention; hence these variables which are considered to be crucial to the study of user acceptance were ignored in TAM. (Wu et al., 2011). Figure 2-6: TAM2: Technology Acceptance Model 2, (Venkatesh and Davis, 2000) According to Nina (2005), TAM demonstrates only 40%–50% of technology acceptance in terms of explanatory power, while, TAM2 reaches 60% as Venkatesh and Davis (2000) mentioned, (Wu et al., 2011). 2.4.5. UTAUT (Unified Theory of Acceptance and Utilization of Technology) UTAUT (Unified Theory of Acceptance and Utilization of Technology) (Figure 2.7), is a technology acceptance model formulated by Venkatesh et al. (2003), developed through a review and consolidation of http://en.wikipedia.org/wiki/Technology_acceptance_model 42 the constructs of eight models (theory of reasoned action, technology acceptance model, theory of planned behavior, motivational model, model of personal computer use, a combined theory of planned behavior/technology acceptance model, diffusion of innovations theory, and social cognitive theory), aims to explain user intentions to use an information system and subsequent usage behavior. This theory is based on four factors (performance expectancy, effort expectancy, social influence, and facilitating conditions) integrated with behavioral intention and use behavior. Other four factors (Gender, age, experience, and voluntariness of use) theorized to play a moderating role on usage intention and behavior, (Venkatesh et al., 2003). Figure 2-7: UTAUT (Unified Theory of Acceptance and Utilization of Technology), (Venkatesh et al., 2003) 2.4.6. TAM3 (Technology Acceptance Model 3) TAM was developed and expanded over time to respond to the criticism contained due to poor interpretation of what are the factors that really lead to determine the main factors in the TAM model (usefulness and http://en.wikipedia.org/wiki/Theory_of_reasoned_action http://en.wikipedia.org/wiki/Technology_acceptance_model http://en.wikipedia.org/wiki/Technology_acceptance_model http://en.wikipedia.org/wiki/Technology_acceptance_model http://en.wikipedia.org/wiki/Theory_of_planned_behavior http://en.wikipedia.org/wiki/Personal_computer http://en.wikipedia.org/wiki/Diffusion_of_innovations http://en.wikipedia.org/wiki/Cognitive_psychology http://en.wikipedia.org/wiki/Information_systems http://en.wikipedia.org/wiki/Social_influence http://en.wikipedia.org/wiki/UTAUT#CITEREFVenkateshMorrisDavisDavis2003 43 ease of use), so to maximize the likelihood of technology adoption success some critics argued good fundamental understanding must be done to design the types of programs and interventions. TAM researchers identifying four general types of determinants of perceived usefulness and ease of use: individual difference, system characteristics, social influence, and facilitating conditions according to (Venkatesh, 2000; Venkatesh and Davis, 2000). Venkatesh and Bala (2008) incorporated and elaborated on, all of these earlier findings resulting in the Technology Acceptance Model 3 (TAM3), (Daniel, 2011). In TAM3 (Figure 2-8), Perceived Usefulness determined by social influences represented by (subjective norm and image) factors, and by system characteristics which represented by (Job relevance, Output quality, and Result demonstrability). Perceived ease of use is the only determinant in this category whose effect on perceived usefulness is moderated by experience, (Daniel, 2011). Perceived ease of use determined by anchors related to individuals, three of which reflect individual differences (computer self-efficacy, computer anxiety, and computer playfulness), the last a facilitating condition (perception of external control), and adjustment framing of human decision making which related to system characteristics (perceived enjoyment and objective usability), (Daniel, 2011). 44 Figure 2-8: TAM 3: Advancing the Technology Acceptance Model, (Venkatesh and Bala, 2008) 45 2.4.7. DandM IS Success Model (DeLone and McLean Information Systems Success Model) DeLone and McLean's information system success model in 1992 consists of six factors related to system success that are: user satisfaction, use, system quality, information quality, individual impact, and organizational impact (DeLone and McLean, 1992). Then, DeLone and McLean (2003) updated their IS success model by adding service quality as a new variable, and grouped both organizational and individual impact into a single variable called 'net benefit' (Figure 2-9). Intention to use in this model has negative and positive effects on the level of user satisfaction and vice versa. Both use and user satisfaction affect net benefits. The user satisfaction and intention to use singularly and jointly have been influenced by three determinants system, information, and service quality. Figure 2-9: DeLone and McLean information system success model (2003), (DeLone and McLean, 2003). 46 2.5- e-Learning Discussion 2.5.1. Introduction to e-Learning Throughout the world, e-Learning is gaining ground in higher educational systems in different forms (Chilaoana et al., 2008). Despite this, e-Learning stills a budding, especially in Palestine. This is what puts challenges in front of strategists to put in place the policy framework, for utilizing ICTs as e-Learning tools (Hailes and Hazemi, 2002). Moreover, the spread of ICT around the worldwide universities is increasing (Chilaoana et al., 2008). For that, UNESCO's policy paper for Change and Development in Higher Education which motivate maximizing use of the advantages offered by the advancement of ICT in order to enhance the quality of their education, as Chilaoana et al. (2008) pointed. 2.5.2. Definition of e-Learning Technology Learning is defined as an act or process of acquiring knowledge or skill, where the process of transformation experience created this knowledge (Beldagli and Adiguzel, 2010; Arthurs, 2007; Kolb, 1984). Learning is a cumulative process consisting of stages that does not make learning instant event. These stages of learning process defined by Kolb (1984), as a four-stage cycle that show the pattern of perceiving, thinking, feeling, and acting when we encounter a new experiences (Beldagli and Adiguzel, 2010; Kolb, 1984). 47 The letter 'E' in e-Learning stands for increasingly acquiring, storing, and circulating knowledge according to Parks (2013), who advocates that the "E" should refer to 'everything' which represents online (courses - synchronous or asynchronous, assessment, qualification testing and certification), sharing knowledge, and performance support in the form electronic configuration, etc; and should refer to 'everyone' which represent each and everyone, rich or poor not only in terms of socioeconomic status, but also in terms of learning opportunities, by innovating technologies with lower cost; and should refer to 'engaging' the producer's point of view and learner's spirit, mind, and body; and should refer to 'easy' specifically when creating e-Learning; etc. A combination of 'E' and 'learning' created the term e-Learning, that many scholars' efforts have been made to define. There are many definitions of e-Learning already exist in the literature. Tavangarian et al. (2004) pointed that there are many authors defining e-Learning broadly as adopting electronic media in teaching scenarios. Hambrecht (2000) considered the e-Learning as a general term that includes a wide range of ICT's technological applications and processes which including education by a computer, web, digital collaboration, and networking. 48 Cross in 1998 wrote, “eLearning is learning on Internet Time, the convergence of learning and networks" (Cross, 2004). Gyambrah (2007) noted that the Commonwealth of Learning launched two descriptions of e-Learning in 1990 which are the application of ICT in the basic functions of the institution among them delivering courses and providing services to the learner such as prior learning assessment; the other description is which respect to those organizations that linked them a partnership and alliances in order to facilitate the learning and teaching without showing those institutions in the form of offer instruction. Other definition of e-Learning: Is all forms of learning and teaching supported electronically, which takes a procedural nature to influence the construction of knowledge based on the experience, knowledge, and practice of the individual learner. So that the learning process is performed electronically on the basis of the communications and information systems, in addition to the possible existence of networks, which serves as specific media prepared in advance for this purpose (Tavangarian et al., 2004). There is a wide range of applications that are related to virtual education or online learning, which has become known e-Learning, such as Virtual Classrooms (VCR), computer-based learning and Web-based learning (Shraim and Khlaif, 2010b). It displays its contents immediately via the Internet in the form of videotape, audio recordings, interactive TV, CD‟s, and satellite broadcast (Kaplan-Leiserson, 2000). 49 In terms of American Society of Training and Education (ASTD), e- Learning refers to learning based on electronic devices, which include the delivery of content via electronic media such as internet, audio or video, interactive TV, satellite broadcast, CD-ROM, etc. Hedge and Haward (2004), considered that e-Learning as an innovative approach utilizing the digital technologies and internet to deliver to any learner electronically interactive learning environment at any place and time. Triacca et al. (2004) pointed that e-Learning was a type of learning online. And according to the other researchers the definition of e-Learning includes utilizing audio and videotape, interactive TV, and satellite broadcast (Ellis, 2004; Serif et al., 2009), besides the instrumental methods introduced and delivered via internet, intranet, CD-ROM (Benson et al., 2002; Clark, 2002), audio or video tape, and satellite TV (Mahanta, and Ahmed, 2012). Therefore, appeared synonyms for E-learning term such as computer-assisted learning, web-based learning, online course, online learning, virtual learning, distance learning (Dringus and Cohen, 2005; Triacca et al., 2004; Khan, 2001), and virtual classrooms (Keegan et al., 2005), etc. These terminologies make it hard to achieve generic term for the e-Learning definition (Gremu, 2012). But Serif el al. (2009) considered that e-Learning as a term that includes any ICT's-based learning process. 50 According to these definitions in literature we can summarize e- Learning as: broadly inclusive of all forms of learning and teaching supported emerging technologies, which employs electronic media that delivers (text, audio, images, animation, and streaming video)in education, and includes ICT technologies such as (audio or video tape, satellite TV, CD-ROM, computer-based learning, local intranet/extranet learning, and/or web-based learning). 2.5.3. A categories of e-Learning The use of e-Learning is mutually in a wide variety of contexts based on the nature of institutions. For example, e-Learning usage in commercial firms refers to the training courses that delivered to firm employees via their network as an innovative strategy. But, in distance education universities such as Al-Quds Open University in Palestine, it refers to the reaching learners at a distance by utilizing a wide spectrum of internet technologies. Recently in most universities, the use of e-Learning as a specific mode to attend a programs or a courses of study for the students interested in studying and accessing educational facilities on-line (Guenaneche and Radigales, 2008). E-learning whether known as web-based, online, or distance learning have synchronous or asynchronous activates (Ilechukwu, 2013; Marozas et al., 2007). Synchronous e-Learning requires all participants, whether learners and instructors at different locations interacting simultaneously so that each learner is expected to receive instructions at the same time http://en.wikipedia.org/wiki/Semantics http://en.wikipedia.org/wiki/World_Wide_Web 51 (Ilechukwu, 2013). While asynchronous e-Learning occurs asynchronously according to time and place (Lado, 2005). So, this type of learning lets learners and instructors participate their idea in the exchange of information without relying on the involvement of the other participants simultaneously. Synchronous e-Learning includes many software tools such as: audio and video conferencing, virtual whiteboards, instance massaging or on real- time chat (Marozas et al., 2007), and satellite programs such as internet voice telephone (Oye et al., 2012), mobiles communication Asynchronous e-Learning supported by many technologies such as: email, online courses, online discussion groups (Marozas et al., 2007), discussion forums (Oye et al., 2012; Mahanta and Ahmed, 2012), web pages, CD-ROM, and web-based training (Lado, 2005). When integrating online learning, whether synchronous or asynchronous with traditional face-to-face learning in classroom that delivered blended (Mahanta, and Ahmed, 2012; Bates, 2005), hybrid, or mixed mode of learning (Bates, 2005). From the previous definition of e-Learning, we concluded several types of e-Learning technologies that may be considered as a set of tools or applications used by participants as follows: 52 2.4.3.1- Synchronous e-Learning Tools Instance massaging or on real-time chat: it is a useful tool that lets learners and instructors communicate textually without suddenly interrupting with verbal intervention when they posted a message of inquiry to the rest of the class (Granda et al., 2010). Audio conferencing: is one of the most important synchronous e-Learning tools (Granda et al., 2010), which is based on allowing electronic communication between multi-points dispersed geographically (Hough, 1977; Short et al., 1976) by using a telecommunication system to capture and digitalize in real time the analog audio signal of participant's voice (Jeffrey, 1998). Granda (2010) concluded that audio is classified into three categories, one of them are narrowband CODECS which are employed in a synchronous e-Learning to encode audio signals of individual voice. Video conferencing: it is another important point-to-point or multipoint tool of synchronous e-Learning systems, in which the video delivered from the instructor is viewed simultaneously by learners (Granda et al, 2010). This telecommunication technology lets participants from two or more separate location see or talk to others, and can also facilitate sharing their files and applications (Roberts, 2009). According to Becta (2003), there are two kinds of video conferencing systems. The first one called desktop video conferencing 53 systems which are add-ons as a hardware boards and related cameras and microphones to normal dispersed PCs. This technology is most suited to support peer communication. The second type is called dedicated video conferencing systems, which are a single piece of equipment that has a package of all required components, such as a high quality remote controlled video camera to pan left and right or up and down; TV monitors for local and connecting sites; controlling device; audio unit; and software or hardware-based CODEC for recording and sending different kinds of data across a network (Mason, 1994). Web (audio/video) conferencing: is one of the synchronous online learning or meeting system that enables instructor and learners to have additional class time outside the physical classroom by interacting over the web (Bentley and Collins, 2007). This system includes many tools supported real-time collaboration and instant web-based interaction of small or large groups such as: built-in audio and video conferencing tools, shared whiteboard and desktop, integrated survey tool, chat rooms (Reushle and Loch, 2008), and combination of VOIP (Voice over IP), document, live videos or screen sharing (Handgraaf et al., 2012). Bentley and Collins (2007) mentioned some advanced web conferencing tools that aid participants sharing ideas, files and applications such as: Elluminate Live, Wimba Live Classroom, Saba Centra, Adobe Acrobat Connect Professional. 54 In reviews web conferencing term, such synonyms terminologies appeared as: virtual meeting, virtual conference, webinar (one way instructions from instructor) (Stephens and Mottet, 2008), online conferencing, and E-conferencing (Shi and Morrow, 2006), etc. Interactive Whiteboard or slides presentation: is considered one of the most revolution technologies in the educational field which is used in the various levels of education (Türel and Johnson, 2012). According to Brown (2003), interactive whiteboard is sorted into two kinds. The first one is called an electronic whiteboard, the virtual version of a dry-wipe board on computer that allows instructors to write, draw, or present their instruction that viewed by learners in a virtual classroom such as conferencing and data- sharing systems like Microsoft NetMeeting. The second kind of interactive whiteboard is more like a large display plate, which can be employed as a computer projector screen on which the instructions can be written on the surface of the plate by touching instead of using keyboard or mouse. Typically, whiteboard is used for viewing PDF and PowerPoint presentations, drawing images, and sharing Word, Excel and other applications (Keegan et al., 2005). This technology allows participants to draw or write on its surface, save image to computer or share it in the network (Brown, 2003), Highlighting or coloring important content, and drag and drop and matching items activities (Türel and Johnson, 2012). 55 Satellite broadcast: is one of the synchronous e-Learning systems that relies on satellite-based learning tool which suited for distance learning (Gedney et al., 2000) To overcome the weakness use of high quality video in web-based courses due to the video file's size, download time, and slow presentation due to slow network connections according to National Education Association (NEA) (2000) study (Collin, 2002), satellite-based solution on which links can operate in different frequency bands argued to be a possible alternative (Gedney et al, 2000). Over it, to deploy the high quality education to a significant number of participants spread geographically, and to remote locations from outmost reach event, Krithivasan et al. (2008) have suggested repeating the successful experience of the Indian Institute of Technology Bombay (IITB) which used in 2002 a satellite-based (VSAT) network that delivering such mechanisms as: data, and audio/video two-way transmission (Krithivasan et al., 2008). With satellite e-Learning instructor can utilize inclusion in their teaching all kinds of different line-based education resources (Street, 2005). 2.4.3.2- Asynchronous e-Learning Tools E-mail: is one of the online-based asynchronous e-Learning tools on which learner or more can still access and download the mail contents such instructions and files sent from distant instructor who may in turn receives 56 feedback in the same way (Yatigammana et al., 2014). As well, via email peers can discuss homework (Tsai, 2009). Neither the peers nor their computers are required to be online at the same time. Learning Management System (Web-based learning): is a system which has many tools of communication and monitoring activities of users who interact within it, and allows control on both individual users and contents. For example Moodle, which has been claimed by many studies to be the best e-Learning platform (Guenaneche and Radigales, 2008). Moodle is an 'open source' Modular Object-Oriented Dynamic Learning Environment which curtailment (Moodle), and is a free software asynchronous e-Learning scheme, that lets developers design special system based on instructors and learners needs (Kotzer and Elran, 2012). Moodle allows several web-based resources (YouTube, Wikipedia, Facebook, etc) (Kotzer and Elran, 2012) to be integrated including: text or Html documents, multimedia (video, audio, and graphics), applications (flash-based, PowerPoint), and java applets (Goodwin-Jones, 2003); and enable transformation due to its availability all the time, being backed in several languages, supporting enormous range of online systems, and interfacing with assortment of internet browsers such as: Google Chrome, FireFox, and internet explorer (Kotzer and Elran, 2012). Moodle design based on socio-constructivist pedagogy (Brandl, 2005) to provide tools that assist an inquiry approach to online-based learn, 57 and to generate environment as standalone that lets collaboration interaction among learners and supplying instructors with tools that help in enhancing learning process (Kotzer and Elran, 2012). Discussion group (Discussion Forums): is an online discussion site which is considered one of the asynchronous online-based or web-based e- Learning tools that allow learner to access course material, share knowledge or interact with others independent of time and space, so that someone can post an idea, information, and thought, then time later another one can comment on that post and so on, and another learners can explore and read this post discussion (Lado, 2005). Balaji and Chakrabarti (2010) concluded using an online discussion forum as an effective tool to engage the learners outside the classroom. According to Wang et al. (2008), the structure of discussion forum is like tree-link that comprises of subforums, on which each of them subsumed several topics. Web pages: such as 'wikis website': is a good asynchronous e-Learning tool for collaboration via online-based learning on which learners are able to update and reorganize the website content (text or pictures) to suit their vision (Augar et al., 2004). According to Lipponen (2002), this kind of web pages facilitating computer supported collaborative learning that boosts learners knowledge sharing and distribution between a set of participants. 58 Storage device (CD-ROM): a CD-ROM which is an acronym for (Compact Disc Read-Only Memory): is one of fast and sizable storage devices, suited to be used as asynchronous e-Learning tool on which contents of courses' media-rich data, information, modern titles, and instruction, etc., could be burned (data recorded on it by laser changing), and then distributed to be viewed later by learners (Popescu, 2007). Cloud computing (Drop Box): is one of web-based asynchronous e- Learning tools, which offers cloud storage and file synchronization allowing instructors or learners to store and exchange digital files among special folder, which could be created on each of their computers and accessible from all of them (Jeong et al., 2013). For example, Drop Box SCloud, and SkyDrive. As well as the classification of e-Learning tools as synchronous or asynchronous, another classification can be made based on e-Learning platform functionalities and goals. Guenaneche and Radigales (2008) classified as follows: Content management system (CMS): which employs a communication tools in small projects to generate the content within the system. For example, forums, chat, and email. Learning management system (LMS): which employs a communication and monitoring tools that allows control on both individual users who http://en.wikipedia.org/wiki/Read-Only_Memory 59 interact within the system, and contents which created and loaded with some external authorizing tool. For example, Moodle, Dokeos, and ATutor. Learning content management system (LCMS): which provides a communication tools that enable instructors to deliver, manage, and re- purpose synchronous and asynchronous online training‟s content; and enable learners interaction within virtual spaces. For example, live chat rooms, and discussion forums. Another e-Learning platforms classification can be made according to the software developer as Guenaneche and Radigales (2008) mentioned. Each class as follows: Open source platforms: in which copyright holder provides a communication tools with its source code that made available with a license to enable studying, changing, and distributing its software to anyone. For example, ATutor, Claroline, Dokeos, and Moodle. Proprietary platforms: in which copyright holder provides a communication tools with non-free software which licensed under exclusive legal right in order to use the software only under certain conditions. For example, Blackboard, and Saba. 2.5.4. e-Learning Benefits: E-learning cause changes in the economical, organizational and technical levels, especially in institutions of higher education. And practical 60 experience has shown that the education process used in many of the institutions that used e-Learning technology in different ways, have resulted in different education quantity and quality (Babić, 2012). There is a great interest in e-Learning technology at both academic and business field, and there is a concentration on developing e-Learning platforms in different countries (Wang and Wang, 2009). Over the time information technology has become strong, and heavily penetrated in academic activities in higher education due to the development of their ease of use. And teaching methods have been strengthened using the internet and web based on the forums (Qureshi et al., 2012). Lewis and Allan (2005) and McConnell (2006), considered e- Learning a successful way to engage students in the educational process and knowledge sharing. E-Leaning caused a coup in education for being exposed a solution to time, distance, and education gaps besides the cost problems (Garry, 2007). Qureshi et al. (2012) based on literature review presented some benefits of e-Learning listed below: 61  Accessibility: that is learner be able to access easily educational material when needed to be studied without any stress of losing important information (Qureshi et al., 2012; Roy and Raymond, 2005).  Low delivery cost: electronic educational materials that are developed and uploaded online, it can be accessed and utilized from anywhere in the world, and has no expiry date (Qureshi et al., 2012; Allen, 2011).  Bridging the gap: e-Learning is a practical translation of the theoretical side, and so the gap between theory and practice has been reduced (Qureshi et al., 2012; Johns, 2003).  Deep learning: when learner involved in the packets of information available online, is not scrambling towards the surface learning, bu