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E-learning technology and higher education: the impact of organizational trust

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Abstract

The aim of this paper is to analyze the impact of trust perceptions on teachers’ intention to continue using e-learning technology in higher education. Drawing on the model of organizational trust and the information systems continuance model, a new research model is developed and tested using data from a university college based on a survey of 401 university teachers. We find that teachers’ perceptions of system-based trust and trust in management exerted strong direct effects on intention to continue using an e-learning system. Additionally, system-based trust affects perceived usefulness, and thus fully mediates the influence of perceived usefulness on teachers’ intentions to use e-learning technology. Our findings clarify the relationship between trust and teachers continued use of e-learning technology and have implications, theoretical as well as practical, for trust-building structures that could improve the implementation of e-learning technologies in higher educational settings.

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  1. School of Business, University College of Southeast Norway, Kongsberg, Norway

    Tove Bøe

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  1. Tove Bøe
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Correspondence to Tove Bøe.

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Bøe, T. E-learning technology and higher education: the impact of organizational trust. Tert Educ Manag 24, 362–376 (2018). https://doi.org/10.1080/13583883.2018.1465991

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  • DOI: https://doi.org/10.1080/13583883.2018.1465991

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