Social Critical Factors Affecting Intentions and Behaviours to Use E-Learning: An Empirical Investigation Using Technology Acceptance Model

Abstract Background and Objective: Currently many universities implement e-learning to support information technology based on learning (e-learning). However, there are still a limited number of students who are willing to make use of e-learning. The aim of this research was to investigate the factors reducing problems in the implementation of e-learning and the variables significantly influencing e-learning system. A model was examined to analyse the main factors of e-learning implementation problem. Methodology: The study employed used online and self-administered paper based on survey using Slovin equation. From the equation, a total of 157 online respondents were selected while 136 respondents for paper based survey. Respondents are among the students who have experienced using e-learning. Stratified sampling method was used to select the respondents from each department. The level of importance of each factor was represented by its validity coefficient. Confirmatory factor modelling approach was used to assess the criticality of factors included in the model. Results: This result revealed the critical factors that exert a significant influence on acceptance level of e-learning among the respondents that can be beneficial for improving the understanding about behaviour related in using the computer in an educational institution. The results show that social factors which support the student in using e-learning are more important than perceived usefulness. Furthermore, the roles of lecturers also determine the success of e-learning implementation. Conclusion: This study showed that social factors are more important than perceived usefulness and perceived ease of use. Furthermore, the social factors which influence the student comes from both senior and instructor and it should be considered when e-learning is designed