A study on e-learning take-up intention from an innovation adoption perspective: A case in China

Yanqing Duan, Qile He, Weizhe Feng, Daoliang Li, Zetian Fu

Research output: Contribution to journalArticlepeer-review

66 Citations (Scopus)


This research aims to examine, from an innovation adoption perspective, Chinese students’ intention of taking up e-learning degrees. A survey of Chinese students was conducted to reveal their perceptions concerning innovation attributes relevant to e-learning and their intentions of taking e-learning programmes provided by UK universities. Given the rapid development in e-learning and its potential impact on how learning takes place, this research argues that e-learning take-up represents adoption of an innovation in educational services, rather than just an IT technology. It therefore examined e-learning adoption using Rogers’s relational model of perceived innovation attributes. Rogers’s model was adapted to the e-learning context. A questionnaire survey was developed to collect data from a sample of Chinese students (n = 215). Prior to final analysis the dimensionality and validity of the implementation of Rogers relational model was assessed. Findings suggested that only perceived compatibility and trialability have significant influence on e-learning adoption intention.
Original languageEnglish
Pages (from-to)237-246
Number of pages9
JournalComputers & Education
Issue number1
Early online date20 Jan 2010
Publication statusPublished - Aug 2010


  • E-learning
  • PR China
  • Innovation adoption
  • Diffusion of Innovation Theory


Dive into the research topics of 'A study on e-learning take-up intention from an innovation adoption perspective: A case in China'. Together they form a unique fingerprint.

Cite this