An Analysis of the Technology Acceptance Model in Understanding University Students' Behavioral Intention to Use e-Learning

TLDR

Universities increasingly adopt e‑learning, especially in Korea, yet research on how students actually adopt and use these platforms remains limited. The study surveyed 628 students and used SEM via LISREL to test a TAM‑based model incorporating self‑efficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention. Results confirm TAM as a useful framework, with e‑learning self‑efficacy and subjective norm being the strongest predictors of behavioral intention.

Abstract

Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning selfefficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users’ acceptance of e-learning. E-learning selfefficacy was the most important construct, followed by subjective norm in explicating the causal process in the model.