Abstract
E-learning can address some of the unmet needs of learners and educational communities; however, not all learners and educators accept e-learning as a delivery modality. This research endeavored to study the factors which affect e-learning acceptance among Iranian post-graduate students using the Davis Technology Acceptance Model (TAM) and to identify the changes which would facilitate their improved acceptance and subsequent wider use of e-learning. This descriptive-correlation study was conducted by surveying 320 Iranian postgraduate students using a self-reporting questionnaire. Structural equation modeling was used for data analysis through LISREL software. Results revealed sufficient validity and reliability of the TAM among Iranian postgraduate medical students. Perceived ease of use, perceived usefulness of e-learning, students’ attitudes toward e-learning, and the intention to use e-learning positively affected e-learning’s acceptance (p < 0.05) among Iranian postgraduate students. According to the results, attitudes toward e-learning have more predictive power than other TAM constructs. Therefore, emphasis on students’ favorable attitudes toward e-learning can be effective in accelerating its acceptance and will progress students’ learning outcomes.
Keywords
technology acceptance model, medical education, usefulness, ease of use, attitude
ORCID Identifiers
Fatima Baji: https://orcid.org/0000-0002-8405-3307
Fereydoun Azadeh: https://orcid.org/0000-0001-5592-2238
Zivar Sabaghinejad: https://orcid.org/0000-0002-0536-4773
Amir Zalpour: https://orcid.org/0000-0002-2819-7920
DOI
10.5038/2577-509X.6.2.1089
Recommended Citation
Baji, F., Azadeh, F., Sabaghinejad, Z., & Zalpour, A. (2022). Determinants of e-learning acceptance amongst Iranian postgraduate students. Journal of Global Education and Research, 6(2), 181-191. https://www.doi.org/10.5038/2577-509X.6.2.1089
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
