Sustainable Adoption of E-Learning from the TAM Perspective

Abstract

This study investigates the imperative to adopt e-learning and how it influences educational process sustainability. For developing countries, adopting e-learning has always been a challenge because of the lack of mechanisms due to the resistance of teachers and students, low level of information and communication technology (ICT) literacy, and lack of ICT infrastructure. A quantitative research methodology was used by applying a hypothesized extended model of the technology acceptance model (TAM) for the adoption of e-learning. The factors were investigated by analyzing the intentions of 367 students and teachers. Data were collected through an online questionnaire. This study aims to identify the factors that influence students’ and teachers’ attitudes toward the adoption of sustainable e-learning and illustrate the moderating role of the mentality acceptance factor in the relationship between system trust and interaction, on the one hand, and PU and PEOU on the other. Findings of the study indicated that all TAM constructs significantly impact the BI of e-learning use. Additionally, the results showed that mentality acceptance substantially moderates the relationship between system trust and interaction, on the one hand, and PU and PEOU on the other. These findings suggest that educational institutions should focus on factors influencing teachers’ and students’ attitudes toward adopting and using e-learning services. Lack of internet connection, ICT skills, and technology capabilities are the main issues, and the main TAM constructs of all factors.