ASSESSING STUDENT’S ADOPTION OF E-LEARNING: AN INTEGRATION OF TAM AND TPB FRAMEWORK

Abstract

Aim/Purpose The purpose of this study is to assess the factors that have significant influ-ences on students’ adoption of e-learning systems and to what extent these factors affect them. Background E-learning has become an essential tool and makes it an inevitable option for education in the future. E-learning has received considerable attention in re-cent times as a global spread of the COVID-19 pandemic. Nevertheless, devel-oping countries, including Vietnam, are facing many difficulties when adopting e-learning systems. Therefore, it is essential to comprehensively evaluate the factors that influence the intention of students to use e-learning to enhance the implementation process and also improve educational quality. Methodology Initially, the authors synthesized a literature review from 112 related studies to complete the proposed research model including the combination of C-TAM-TPB model and external variables impacting students’ adoption of e-learning systems. After that, a sample of 172 students at FPT University Vietnam was collected to test the proposed model and explain students’ intentions. The da-taset was investigated and analyzed with PLS-SEM using the SmartPLS 3.3.3 tool. Contribution The study has made a valuable contribution to the current literature by propos-ing an extended model between C-TAM-TPB and three external variables to provide a better understanding of learners’ intentions with e-learning systems. Furthermore, the research findings also provide useful guidelines for innovat-ing and improving the e-learning system more effectively to advance students’ learning motivation in the educational environment. Findings The findings demonstrate that Computer Self-efficacy and Perceived Accessi-bility have an important influence on Perceived Ease of Use by learners of an e-learning system. Furthermore, Perceived Enjoyment affects the Perceived Usefulness of e-learning systems. For the TAM, Perceived Usefulness and Per-ceived Ease of Use both have a positive impact on Attitude toward Use, and Attitude has a positive relationship with the Behavioral Intention of students. In addition, the factors from the TPB model (i.e., Perceived Behavioral Con-trol and Subjective Norm) were identified as having a significant positive effect on Behavioral Intention to use e-learning. Recommendations for Practitioners Firstly, educational institutions should help along with the culture of using e-learning among students and lecturers. A supportive team should be accessible to help students use e-learning by providing instructions and addressing their questions. Secondly, system developers should concentrate on system-related aspects that have a significant influence on learners’ attitudes and intentions to utilize, as well as build the most appropriate e-learning system for students. Recommendations for Researchers Firstly, the study fulfills a significant literature gap on evaluating e-learning ef-fectiveness for learners in private institutions as they are focusing on develop-ing quality education to gain competitive advantages. Secondly, based on re-search findings, the researchers may be able to advance studies to improve and innovate a quality system for ensuring the long-term usage of e-learning. Fi-nally, this paper contributes to the theoretical foundation and development of an extended model for future studies to assess the intention when employing new technologies in education and other fields. Impact on Society E-learning will become a necessary tool and an unavoidable possibility in the next period of education. Therefore, this study presents an overview of the factors that have a notable influence on students’ intention to adopt e-learning systems. This study then proposes to develop an optimal system for the teach-ing and learning process, as well as to adapt to future demands. Future Research Firstly, there are just three external variables that are considered to have an im-pact on learners’ intention via TAM. However, other external factors could be exploited in future research. Secondly, the participants in this study are only students. If the lecturers could take part in this survey, the comparisons be-tween faculty and students may have more usefulness for assessment. Thirdly, this model just interprets the results at a certain time, which is the COVID-19 outbreak and e-learning is an urgent response to maintain the process of teaching and learning. The perception, attitude, and performance of students may change over time. Therefore, as other researchers have recommended, longitudinal surveys should be considered here. Finally, the differences be-tween majors may appear. Future studies can divide groups of learners accord-ing to their majors for a more significant test.