Understanding e-book acceptance from a resource-based view perspective: an analysis among students at UiTM Melaka
Zulkefli Muhamad Hanapiyah, Ahmad Fadhly Arham, Muhammad Syukri Abdullah, Muhammad Fairuz Jamil, Nor Sabrena Norizan, Wei-Loon Koe
Abstract
The COVID-19 pandemic led to a shift in the Malaysian education system from traditional face-to-face teaching to online and open distance learning (ODL). This transition has impacted students, lecturers, and universities. E-books are one technology that supports online learning at the university level. This study aims to investigate the factors influencing e-book acceptance among students. Using quantitative research, a questionnaire was administered to 171 students at Universiti Teknologi MARA (UiTM), Melaka Campus, who are enrolled in strategic management course. The findings reveal a significant impact of course content, instructors, and university support on e-book acceptance. However, there was no significant effect observed for access ability, computer competency and infrastructure. These insights are crucial for universities to plan and implement e-books effectively for their students. As the study is specific to UiTM Melaka Campus, it is recommended that future research encompasses both public and private universities for a more comprehensive understanding.
Keywords
E-book acceptance; Malaysia; Partial least square; Resource-based view; Students
DOI:
http://doi.org/10.11591/ijere.v14i4.32111
Refbacks
There are currently no refbacks.
Copyright (c) 2025 Institute of Advanced Engineering and Science
International Journal of Evaluation and Research in Education (IJERE) p-ISSN: 2252-8822 , e-ISSN: 2620-5440 The journal is published by Institute of Advanced Engineering and Science (IAES) .
<div class="statcounter"<a title="Web Analytics Made Easy - StatCounter" href="http://statcounter.com/" target="_blank"<img class="statcounter" src="//c.statcounter.com/11672324/0/2a82bdb4/0/" alt="Web Analytics Made Easy - StatCounter"</div> View IJERE Stats This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License .