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Exploring the acceptance for e-learning using technology acceptance model among university students in India

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  • P.A. Ratna
  • Saloni Mehra

Abstract

This paper examines the acceptance and behaviour of students towards e-learning using the technology acceptance model (TAM), within the framework of a course. The instrument used in the current study adopts the scale developed by Davis (1989). This study is set against a lack of consistent, detailed research on the factors influencing the acceptance of e-learning by students in India. In line with previous research, results suggest that TAM is a strong theoretical model (Ronnie et al., 2011), where its validity can extend to the e-learning context. Significant relationships were observed between perceived ease of use, perceived usefulness, attitude, behavioural intention to use and actual use. Perceived usefulness strongly mediated perceived ease of use and attitude, while attitude mediated perceived usefulness, perceived ease of use and behavioural intention to use e-learning.

Suggested Citation

  • P.A. Ratna & Saloni Mehra, 2015. "Exploring the acceptance for e-learning using technology acceptance model among university students in India," International Journal of Process Management and Benchmarking, Inderscience Enterprises Ltd, vol. 5(2), pages 194-210.
    • Handle: RePEc:ids:ijpmbe:v:5:y:2015:i:2:p:194-210
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    Citations

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    Cited by:

    1. Seif Obeid Al-Shbiel & Muhannad Akram Ahmad, 2016. "A Theoretical Discussion of Electronic Banking in Jordan by Integrating Technology Acceptance Model and Theory of Planned Behavior," International Journal of Academic Research in Accounting, Finance and Management Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Accounting, Finance and Management Sciences, vol. 6(3), pages 272-284, July.
    2. Uthman Alturki & Ahmed Aldraiweesh, 2021. "Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach," Sustainability, MDPI, vol. 13(19), pages 1-16, October.
    3. Adina-Liliana Prioteasa & Darko Shuleski & Laurențiu Dan Lazăr & Carmen Nadia Ciocoiu & Felicia-Alina Chivulescu, 2024. "Sustainable Adoption of E-Learning in Romanian Universities after the COVID-19 Outbreak," Sustainability, MDPI, vol. 16(20), pages 1-27, October.
    4. Mariia Rizun & Artur Strzelecki, 2020. "Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland," IJERPH, MDPI, vol. 17(18), pages 1-19, September.
    5. Azira Hanani Ab Rahman & Nur Syafiqah A. Samad & Azwan Abdullah & Mohd Rushdan Yasoa’ & Siti Fariha Muhamad & Norzalizah Bahari & Siti Rohana Mohamad, 2022. "E-Learning and Sustainability of Pondok Schools: A Case Study on Post-COVID-19 E-Learning Implementation among Students of Pondok Sungai Durian, Kelantan, Malaysia," Sustainability, MDPI, vol. 14(18), pages 1-18, September.
    6. Cho, Heetae & Chi, Christina & Chiu, Weisheng, 2020. "Understanding sustained usage of health and fitness apps: Incorporating the technology acceptance model with the investment model," Technology in Society, Elsevier, vol. 63(C).
    7. Masouda A. Gurban & Abeer S. Almogren, 2022. "Students’ Actual Use of E-Learning in Higher Education During the COVID-19 Pandemic," SAGE Open, , vol. 12(2), pages 21582440221, May.

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