Many higher education institutions offer elearning courses and programs to facilitate their teachinglearning processes, address the various educational requirements of students, and stay up to date with improving technology. Since the web is a novel medium of learning for educators and learners alike in most universities, it is still unknown what moderating variables in the online environment contribute to online learning success. This study provides an empirical evaluation of an extension of the Technology Acceptance Model (TAM) and information systems (IS) success model to identify the factors that contribute to and influence students’ satisfaction of elearning systems to help policymakers in higher education make decisions about learning. The objectives of the research are to identify the key factors affecting students’ satisfaction with elearning and to develop and empirically examine an integrated model of acceptance and satisfaction with elearning systems among Aldar University College students. A total of 178 questionnaires were collected and analyzed using a Structural Equation Modelling (SEM) technique. The findings show that perceived usefulness, perceived ease of use, computer self-efficacy, subjective norms, instructor’s factors, administrative support, and technical support, along with system quality, influence students’ behavioral intention to accept elearning. The study further addresses the implications of the findings for researchers and practitioners

العنوان

Journal of Educators Online

الناشر

Matthew Elbeck

بلد الناشر

الولايات المتحدة الأمريكية

Indexing

Scopus

معامل التأثير

None

نوع المنشور

إلكتروني فقط

المجلد

19

السنة

2022

الصفحات

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