Factors affecting e-learning acceptance among students: The moderating effect of self-efficacy

Abstract

This paper aims to investigate e-learning acceptance in Malaysian higher education institutions and the moderating effect of self-efficacy. This study is crucial as online and distance learning have grown in all education sectors due to the COVID-19 pandemic. A valid sample of 414 survey responses from active students currently enrolled in undergraduate and postgraduate levels in Malaysian higher education institutions was collected for data analysis. Structural Equation Modelling (SEM) was employed in the data analysis. Results indicate that all four exogenous variables (performance expectancy, social influence, perceived enjoyment, and self-efficacy) significantly affect students’ acceptance towards e-learning. However, only performance expectancy and social influence are moderated by self-efficacy towards acceptance of e-learning, as self-efficacy does significantly strengthen the relationship of performance expectancy and social influence towards e-learning acceptance. The findings may serve as a reference point for future studies in response to changing the learning method preferences and technological advancements.