PurposeThe purpose of the study is to investigate the determinants of e-learning adoption among students in the University of Ghana. Design/methodology/approachA quantitative research approach comprising of a survey of 337 students was adopted. Data was collected using questionnaires designed in conjunction with 13 factors (computer self-efficacy, perceived ease of use, perceived usefulness and attitude) in the conceptual model of the study. Data analysis was conducted using Structural Equation Modelling (SEM).FindingsThe result revealed that perceived usefulness (PU) and attitude towards (ATTU) use had a direct effect on e-learning adoption (ELA) whilst, perceived usefulness (PU) and perceived ease of use (PEOU) also had a direct relationship on attitude towards use (ATTU). Other variables such as computer self-efficacy (CSE) and perceived ease of use (PEOU) had an indirect relationship on e-learning adoption (ELA) though they were found to have an insignificant direct relationship on e-learning adoption (ELA). Practical implicationsThe level of significance of each construct identified in the study provide practical guidance to school administrators and instructors as to which factors to pay close attention to when implementing e-learning projects within their respective institutions. Originality/valueThis study provides insight into e-learning adoption from the students’ perspective, through an extension of the TAM model in a developing country context given the existence of cultural differences and societal idiosyncrasies which exist in different contexts, particularly in Africa.
The International Journal of Information and Learning Technology – Emerald Publishing
Published: Aug 1, 2016