Determinants of the Actual Use of E-Learning Systems: An Empirical Study on Zarqa University in Jordan

Abstract

The study aimed to measure the impact of several antecedent factors (ease of use toward e-learning, usefulness toward e-learning, training on e-learning, and trust of e-learning) and intermediate factors (attitude to use e-learning and the intention to use e-learning) on the Jordanian Zarqa University students’ actual use of e-learning systems. Measurement tool was developed to examine the relationship between the study variables. The sample of (340) was selected from Zarqa University students. Results indicated that ease of use toward e-learning, usefulness toward e-learning, training on e-learning, and trust of e-learning impacted attitude to use e-learning. Also, ease of use toward e-learning, training on e-learning, and trust of e-learning did not impact the actual use of e-learning, while usefulness toward e-learning did. The study found that attitude to use e-learning mediate the relationship between the four antecedents and the students’ actual use of e-learning systems; whereas the intention to use e-learning mediated the relationship between (ease of use toward e-learning, usefulness toward e-learning, training on e-learning) and the students’ actual use of e-learning systems, while trust of e-learning did not.