An empirical investigation into factors influencing the adoption of an e‐learning system

Abstract

PurposeThe purpose of this research is to investigate the factors affecting the adoption of the e‐learning system (ELS) in mandatory and voluntary settings, through an extension of the technology acceptance model (TAM).Design/methodology/approachRegression analysis was used to observe the associations of proposed constructs.FindingsThe results of the study confirm the original TAM findings. In mandatory settings, students would only intend to use the ELS. Computer self‐efficacy demonstrated significant influence on perceived ease of use. Effects of course attributes on perceived usefulness were negatively significant. Effects of content quality on perceived usefulness were significant. This study found that the effects of subjective norm significantly influenced perceived usefulness in both settings. Also, perceived network externality exerts a significant direct effect on usage intentions, perceived usefulness, and perceived ease of use. This research implied that, first of all, mandatory usage is necessary for overall adoption of the ELS. The ELS should be developed to target changes in perceived usefulness, perceived ease of use, and perceived network externality. Practical alternatives included enhancing content quality, developing a simple and easy‐to‐use system, and enhancing students' computer self‐efficacy. Secondly, perceived network externality was important in ELS adoption. That is, promotion of the system should emphasise the popularity of the system and future ELS products and services in order to create bandwagon effects.Originality/valueThese findings suggested an extended model of TAM for the ELS. This research advances theory and contributes to the foundation for future research aimed at improving our understanding of students' adoption behaviour of the e‐learning system.