Abstract
E-learning has reshaped traditional education into more flexible and efficient learning in developed nations. However, e-learning remains underutilized and in the rudimentary stages of development in developing countries. Therefore, understanding the critical factors behind the adoption and acceptance of technology is a prime concern in developing countries like Pakistan. This paper provides and examines the adoption and acceptance baseline for e-learning systems by incorporating critical external factors in the technology acceptance model. A conceptual model—the Pakistan E-Learning Adoption Model—is proposed in the context of higher education. Data were collected from 354 learners at the Virtual University of Pakistan and structural equation modeling was employed to test the research hypotheses. The empirical investigation indicates that computer self-efficacy, Internet experience, enjoyment, and system characteristics are significant predictors of perceived ease of use, while system characteristics are a strong predictor of perceived usefulness. Moreover, the subjective norm is not found to be significant for perceived usefulness. The findings provide practical implications for policy makers, practitioners, and developers in successful e-learning systems implementation.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.