Acceptance of E-Learning on Field Pest Diagnosis of Agricultural Extensionist, Department of Agricultural Extension

Abstract

The objectives of this research were to 1) study personal factors and factors in using e-Learning 2) study the acceptance of e-Learning on field pest diagnosis 3) compare the acceptance of e-Learning classified by personal factors and classified according to different factors on use of e-Learning. By applying Davis (1989) Theory of Acceptance Model (TAM) to study technology acceptance. The sample group consisted of 223 people by simple random sampling method. The research instrument was e-Learning system on field pest diagnosis course and online questionnaire. Statistics used in data analysis include frequency, percentage, average, standard deviation, maximum value, minimum value, t-test, one-way ANOVA and LSD. The research results found that 1) most agricultural extensionist were female, with an average age of 38.96 years, and graduated with a bachelor's degree. The average of working period in government service career was 8.30 years with experience in using computers and internet, average 16.14 years and has an average using time of 6.79 hours per day. The average experience of using e-Learning was 5.63 years and average duration of using e-Learning on field pest diagnosis of 1.47 hours per time. They use e-Learning at home or residence with laptop computer. 2) Agricultural extensionist accepted e-Learning on field pest diagnosis overall at high level, with an average of 4.38. 3) Agricultural Extensionist with different levels of education accepted of e-learning on field pest diagnosis in terms of their intention to use e-Learning was significantly different at 0.01 level. Agricultural extensionist with different experiences in using e-Learning accepted e-Learning in terms of perceived benefits in using e-Learning, intention in using e-Learning and overall, were significant difference at 0.05 level. Different places of use e-Learning accepted e-Learning on field pest diagnosis were different in terms of perceived ease of use of e-Learning and in terms of intention to use e-Learning, were significantly different at 0.05 level. As for the perceived benefits of using e-Learning. and overall were significantly different at 0.01 level.