An Investigation of the Variables That Predict Teacher E-Learning Acceptance

Because of advancements in information communication technologies (ICT), education has evolved in terms of how the students are taught and how students learn. Education can take place in a traditional setting and/or a virtual learning environment (VLE). Consequently, the purpose of this quantitative predictive study was to examine variables that best predict the e-learning acceptance of public school K-12 e-learning teachers. Using a hierarchical regression analysis to analyze 112 teacher survey responses, results demonstrated that the model consisting of the predictor variables (i.e., demographics and experience variables, computer anxiety, computer self-efficacy, technological complexity, perceived convenience, perceived usefulness, and perceived ease of use) accounted for 48.3% of the variance in e-learning acceptance. Computer anxiety made the most significant contribution to the variance of the e-learning acceptance model and perceived convenience made the most individual significant contribution to the final model. Implications and recommendations for future research are subsequently presented