Abstract
Based on technology acceptance model and innovation diffusion theory, this research proposes a model to examine how university students intend to use online courses. The model is empirically tested using an online questionnaire survey. The research results indicate that perceived usefulness, perceived ease of use and teachers’ induction are significant antecedents of university students’ attitude to online courses, which further prominently positively affect their intention to use. This research also finds that the positive effect of perceived innovation compatibility on attitude has been almost completely mediated by perceived usefulness. But computer self-efficacy doesn’t have remarkable positive effect on the attitude to online courses.
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