• Full Terms & Conditions of access and use can be found athttps://www.tandfonline.com/action/journalInformation?journalCode=ceds20Educational StudiesISSN: 0305-5698 (Print) 1465-3400 (Online) Journal homepage: https://www.tandfonline.com/loi/ceds20Computer-based course evaluation: an extendedtechnology acceptance modelW. M. To & Margaret N. F. TangTo cite this article: W. M. To & Margaret N. F. Tang (2019) Computer-based course evaluation:an extended technology acceptance model, Educational Studies, 45:2, 131-144, DOI:10.1080/03055698.2018.1443797To link to this article: https://doi.org/10.1080/03055698.2018.1443797Published online: 25 Feb 2018.Submit your article to this journal Article views: 130View Crossmark data
  • https://doi.org/10.1080/03055698.2018.1443797Computer-based course evaluation: an extended technology acceptance modelW. M. To and Margaret N. F. TangSchool of Business, Macao Polytechnic institute, Macao SaR, chinaABSTRACTThis study explored the antecedents of students’ intention to participate in computer-based course evaluation. The study proposed an extended Technology Acceptance Model (TAM) that integrated subjective norm and perceived relevance into TAM. Based on the responses from 149 business school students in Macao, the study identified the direct and indirect effects of subjective norm and perceived relevance on perceived ease of use, perceived usefulness and students’ intention to participate in computer-based course evaluation. The results of structural equation modelling showed that subjective norm had a positive, strong and significant effect on perceived relevance that in turn affected perceived ease of use and perceived usefulness. Besides, subjective norm and perceived usefulness had direct effects on students’ intention to participate in computer-based course evaluation. Thus, subjective norm played a major role in affecting Chinese students’ participation in course evaluation.1. IntroductionHigher education institutions across the globe have undergone major changes over the past decades due to the massification and globalisation of higher education (Vaira 2004; Telford and Masson 2005; Guri-Rosenblit, Šebková, and Teichler 2007; Wint and Downing 2016). Telford and Masson (2005) reported that student participation rate in the UK higher educa-tion system had more than doubled from around 16% in the late 1980s to 33% in early 1990s. The rate has increased to over 55% since 1998 (The World Bank 2017). The increase in the number of UK higher education institutions and the expansion of most institutions have been initiated and largely funded by the UK Government over the past three decades (Telford and Masson 2005). In Asia, China’s student participation rate in higher education has also increased rapidly from 9.8% in 1998 to 19% to 2004 (Bai 2006), then to 40% in 2014 (The World Bank 2017). However, due to the over-expansion and accountability issues demanded by different stakeholders, higher education institutions have faced enormous challenges in recent years (Keating 2005; Levin and Xu 2005). Higher education institutions have to uphold their teaching and research quality, and to use university rankings in order to maintain © 2018 informa uK limited, trading as taylor & Francis GroupKEYWORDScourse evaluations; technology acceptance model; subjective norm; perceived usefulness; behavioural intentionARTICLE HISTORYReceived 20 april 2017 accepted 20 February 2018CONTACT W. M. to wmto@ipm.edu.moEducational StudiES2019, Vol. 45, No. 2, 131–144

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