Students E-learning Acceptance: An Empirical Study through Extending Technology Acceptance Model in the Education Sector.

Document Type : Original Article

Authors

1 Marketing and International Business Department Arab Academy for Science and Technology and Maritime Alexandria Egypt

2 Business Information System Department Arab Academy for Science and Technology and Maritime Alexandria Egypt

Abstract

Purpose :The aim of the study is to empirically test the factors that affect students’ e-learning acceptance through an extension of the Technology Acceptance Model (TAM).
Design/Methodology/Approach The study adopted a quantitative approach through distributing questionnaires on students in private universities who already have Learning Management System (LMS) in College of Business in Saudi Arabia.
Findings: The results of the study confirm the original TAM findings. Computer self-efficacy and internet self-efficacy have a direct impact on students’ perception of the ease of the e-learning system. Students accept e-learning systems, when they perceive them and find them useful and easy to utilize. Students are more likely to be exposed to social in Fluence such as: friends, colleagues and teachers when early adopting the (LMS). Behavioral Intention has no significant effect on students’ acceptance of e-learning system.
Practical implications Identifying the factors that influence the acceptance of e-learning systems help to improve the quality of education and enhance educational systems to become more effective and more efficient.
Originality/value: This paper is identifying the factors that affect students’ acceptance of the e-learning system and provide useful insights into TAM model and its extension in the e-learning context.

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