Empirical investigation of E-learning adoption of university teachers: A PLS-SEM approach

Abstract

Nowadays, information technology has a revolutionary impact on virtually all aspects of education. New horizons for learning, teaching and educational administration have been opened up by its transformation. Teachers must effectively master the available technology to excel in education. The aim of this research is to examine the acceptance of information technology of university teachers and identify their influencing factors. Valid data was collected over 500 university teachers and analyzed using the UTAUT 2 model. The result of PLS-SEM analysis indicates that the Performance Expectancy, Facilitating Conditions, Hedonic Motivation, and Habit significantly influence the university teachers’ Behavioral Intention of E-learning. Content of the courses has moderating effect of Performance Expectancy and Facilitating Conditions on the university teachers’ Behavioral Intention when pursuing further education. This study recommends the continuing education providers focus more on the core value of the contents to gain a competitive edge in the continuing education market sector and teachers should identify ways of optimizing technology.