Enhancing E-Learning Acceptance and Effectiveness: An Integrated Analysis of Organizational and Individual Factors

Abstract

This study examines the key factors influencing e-learning acceptance, student engagement, and the intention to use in higher education. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the research examines the roles of organizational support, perceived ease of use, and perceived usefulness in shaping student engagement and e-learning adoption. The findings confirm that institutional backing, intuitive system design, and engaging content significantly contribute to students' willingness to adopt e-learning platforms. Additionally, student engagement serves as a critical mediator, reinforcing the importance of interactive and participatory learning experiences in promoting e-learning effectiveness. The study highlights the necessity for universities to invest in digital infrastructure, faculty training, and content personalization to enhance learning outcomes. Moreover, while PLS-SEM remains robust to non-normality, the analysis identifies minor deviations in the student engagement constructs, underscoring the need for continuous assessment in digital education research. Future studies should explore the impact of emerging technologies, such as artificial intelligence and adaptive learning, in further refining digital learning strategies. By offering a comprehensive understanding of the interplay between organizational and individual factors, this study provides actionable insights for educators, administrators, and policymakers to enhance the effectiveness of e-learning across diverse academic settings.