1. E-Learning The Role Model Technology
Surinder Singh Saini Head, Department of Computer Sciences
SGGS Khalsa College Mahilpur, Affiliated to the Panjab University, Chandigarh (India)

2. Introduction
Developments in Information Technology and it applications are ever changing. Since the inception of internet, continual advancements have alerted the way in which people live, work and communicate.
One of the most up and coming trend in the field is instruction and learning through electronic means, I.e. E-Learning.
The research till date indicates that E-learning technology can support higher-order thinking by engaging students in authentic and complex tasks to over come. Research has demonstrated that the use and the degree of acceptance of information systems in general is not homogenous everywhere because of culture influence on social and socio technical systems, and particularly information systems such as E-learning systems. In other words, E-learning systems would be highly accepted in some cultures and not accepted in others.
In this paper, we are presenting a theory which is one of the first empirical study as Role Model Technology and E-Learning innovations within an environment setting and practical implications as well as directions for future research.

3. Technology Acceptance Model (TAM)
The Technology Acceptance Model (TAM) is an information systems theory that models how users come to accept and use information technology
TAM originally proposed by Davis (1986, 1989) is one of the most popular and widely cited models in the IT acceptance research (Veiga and Floyd, 2001)
Perceived usefulness was defined by Fred Davis as the degree to which a person believes that using a particular system would enhance his or her job performance
Perceived ease-of-use was defined as the degree to which a person believes that using a particular system would be free from effort.
Davis (1986) argues that an individual’s beliefs with regards to perceived usefulness and perceived ease of use of an information technology product impact his attitudes towards its usage which develops intentions to use. This in turns influences his actual usage of the product.

4. Attitudes Towards Using
Cont.
Figure 1: Technology Acceptance Model (TAM)
Perceived Usefulness
External variables
Attitudes Towards Using
Behavioral
Intention
Actual Use
Perceived Ease of Use

5. Culture
In 1952, the anthropologists Kroeber and Kluckholn claimed that there were more than 150 definitions of the concept of culture.
Culture concerns a group of people who share a common understanding and meaning of things around them. It is a shared system of meaning (Trompenaars and Hampden-Turner, 1998) or, the collective programming of the human mind that distinguishes members of one group from another (Hofstede, 1993).
Hofstede (1980) proposes a multidimensional model and suggests that national culture and values, as they affect the work environment and its management, could be categorized on the basis of four dimensions, namely: power distance, uncertainty avoidance, individualism–collectivism, and masculinity-femininity.
Hall (1960, 1976, 1990) uses a single dimension; high context versus low context to differentiate between national cultures. The context dimension draws upon the degree of communication between individuals in a particular national culture.
In this paper, we focus on Hall cultural dimensions because they are based on communication between individuals which coincides perfectly with the basic definition of learning mechanisms; that is, transmitting messages between the learner and the instructor who can be human or a computer.

6. E-Learning Systems
E-learning involves the use of computer or other electronic devices to provide training and educational material.
The main advantages of E-Learning includes: reduced overall cost, reduced learning times, consistent delivery, expert knowledge, on-demand delivery, and interactivity (Kruse and Keil, 2000).
Organizations use more and more online training systems for their employees.
Universities and other organizations are rushing to implement E-learning without tailoring the content to fit the cultural background of the learner.
For instance, using videos can be constructive and add value for some learners; it can also be irrelevant and somewhat boring and produces poor feedback.

7. Cont. Figure 2: Proposed Research Model (extension of the TAM) Fit
Context of the Culture
Perceived
Usefulness
Fit
Behavioral
Intention
Use of E-Learning Systems
Attitudes Towards Using
Learning Content Material
Perceived Ease of Use

8. Implications and Conclusions
Our work argues that the degree of acceptance of unique E-learning system in a global organization to train its employees would vary from one culture to another.
We suggest that the implementation team develop the system according to Hall (1976) cultural context dimensions.
High and low context cultures should use different presentation of the learning content in order to expect high degree of acceptance and success of the system. That is, the implementation team should adapt the system to the local preferences of its users.

9. THANX