Exploring the Facets of e-learning acceptance in developing country

Abstract

The introduction of e-learning and implementation has provided a strong operational framework for tertiary-organizations to extend system of education over the internet, providing students the ability to accept modern learning from any location. Unfortunately, there has been little research into the elements that influence learners’ well-known e-learning adaptation in developing nations. This study evaluated the goals of e-learning using a well-known model TAM. A structural modeling (Sem-Pls) was utilized to investigate eight hundred and sixty-nine views of students in four higher education institutions that allowed the learning method in Nigeria. The SmarPls program version 2 explored to test hypotheses on sources of power, technological resources, perceptual usefulness, and ease towards behavior intentions of students toward the specified technology expecting ease of use on behavioral intents to integrate e-learning into the algorithm of partial least squares, expecting ease of use to adopt the behavioral intentions of the system have failed. At the .003 p-value, all regressed supported and the R-squared suggested about 75 percent, which is a good fit model in this analysis. In other countries, factors that are found supported in the Nigerian context may not always be due to certain cultural differences and the readiness level technology. Therefore, it is suggested to repeat this study to improve the generalizability of the findings accomplished.