Abstract
The implementation of e-learning system in higher education institutions as an emerged technology will not guarantee its adoption by faculty members. In fact, the existence of technology alone is not enough in encouraging knowledge sharing behavior among users.
The purpose of this study is to analyze the relationship between the perception of an e-learning experience as an emerged technology in higher education and the willingness to share this knowledge with staff members with their students. We characterized staff members' perceptions of an e-learning experience as a new technology by including an individual's psychological state of readiness and acceptance of technology; and to also practice this new experience with their students as an individual behavior. Technology Readiness Index and Technology Acceptance Model were integrated in order to explore staff members' perceptions of technology. The practice of staff members of this new e-learning experience with their students was characterized by the knowledge sharing behavior. We analyzed the responses of 400 participants from staff members in higher education using structural equation modeling. The correlated results showed that staff member's positive attitude on the perception of e-learning could increase the practice of this knowledge with students. A sense of insecurity towards this new technology also led to an undesirable effect on the staff member's perceptions of the ease of use of e-learning. Therefore, maintain a high degree of discomfort and insecurity towards an e-learning experience hinders enormously staff member's to share this knowledge with their students.