An empirical examination of individual and system characteristics on enhancing e-learning acceptance
Due to the continued prevalence of e-learning underutilization in Indonesia’s higher education context, this study empirically examines individual and system characteristics believed to influence students’ acceptance of e-learning systems. The proposed research model is developed to examine the influence of five characteristics of the Technology Acceptance Model using the Structural Equation Modelling technique. This study found that both individual characteristics, computer self-efficacy and internet self-efficacy, play an important role, indirectly affecting perceived intention to use e-learning. The system characteristics including learning content and technology accessibility have been found to significantly influence learners’ acceptance behaviours. Both perceived ease of use and perceived usefulness were found to be significant predictors of perceived intention to use. Additionally, perceived usefulness was found to have more predictive power than perceived ease of use on behavioural intention to use. This study contributes to a better understanding of how to enhance e-learning acceptance through improvement in individual and system characteristics.
Australasian Journal of Educational Technology
