Students’ acceptance of e-learning: extending the technology acceptance model with self-regulated learning and affinity for technology

Abstract

The present study examines university students’ acceptance of e-learning according to the Technology Acceptance Model (TAM). We also investigate the infuence of external factors, including self-efcacy with digital media, self-regulated learning, prior experience, and afnity for technology, to extend the model with valid individual factors. Structural equation modeling with maximum-likelihood estimation served to evaluate the proposed research model, which included online questionnaire data from N=225 undergraduates studying various subjects in 53 universities. The results indicate that the TAM is replicable regarding e-learning for German-speaking university students. Additionally, we found self-regulated learning and afnity for technology to be signifcantly positively related to the two main components of the TAM, perceived ease of use and perceived usefulness, implying their importance in technology acceptance. However, self-efcacy with digital media and prior experience showed no signifcant impact on university students’ technology acceptance. We also found a signifcant positive relationship between attitudes toward e-learning and behavioral intention, showing that university students with positive attitudes are more willing to use it in the future. Therefore, higher education should consider students’ individual prerequisites for e-learning and support students during the use of e-learning environments, to promote the development of positive experiences and attitudes toward e-learning.