Abstract
Although previous studies have confirmed the importance of e-learning systems for both students and teachers, the level of adoption of such systems in Algeria is still low. This paper aims to determine the factors influencing the adoption and use of e-learning by Algerian students. A theoretical model was proposed based on the Unified Theory of Acceptance and Use of Technology and the Technology Acceptance Model. To assess the proposed model, a survey was conducted on 300 students in Algeria, and the data were analyzed using structural equation modeling. In the end, the findings indicate that perceived usefulness and perceived ease of use significantly positively influence behavioral intention. In turn, behavioral intention influencese-learning adoption. The results also emphasize how facilitating conditions have a strong and significant impact on the adoption of e-learning. Overall, the findings shed light on the factors that influence Algerian students’ adoption of e-learning, providing clear benefits to universities in their efforts to improve their e-learning systems and student satisfaction.
Published Version
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