The role of unified theory of acceptance and use of technology in e-learning adoption in higher education institutions in the UAE

Abstract

Electronic learning is fast becoming a crucial aspect of learning in higher institutions of learning. Just as in any other technology, there are important factors that affect users' behavioural intention to adopt e-learning. The unified theory of acceptance and use of technology (UTAUT) identified performance expectancy, effort expectancy, social influence and facilitating conditions as some of the factors that may influence the behavioural intention and actual use of a technology. Therefore, the purpose of this study was to examine the direct and indirect effects of the four determinants of technology adoption on students' behavioural intention and actual use of e-learning in HEIs in the UAE. Using a quantitative approach and a survey research design, data was obtained from a sample of 406 students selected from the Higher Colleges of Technology in the UAE. Data was analysed using the partial least squares structural equation modelling. Findings from the study revealed that performance expectancy, effort expectancy, social influence and facilitating conditions positively influence students' behavioural intention to use e-learning. Furthermore, students' behavioural intention to use e-learning mediates the relationship between the four dimensions of technology acceptance and students' actual use of e-learning. Interestingly, the facilitating conditions negatively influenced students' actual use of e-learning. This implies that the provision of the operational and technical resources including the required knowledge and skills needed to use a system successfully, does not directly translate into the actual use of the system especially if these resources are not specifically tailored to the age and previous experience of the students. Consequently, the study has contributed to supporting the propositions of the UTAUT model in the context of higher education and in the UAE.