Predicting e-learning application in agricultural higher education using technology acceptance model

E-learning is significant breakthrough in teaching and learning. Internet or web technologies are important because they facilitate and enhance communications among instructors and learners and provide tools to encourage creativity and initiative. If internet-based learning environments are to benefit students, then it is important from the student‘s perspective that they are not seen as overly complex and hard to use. The introduction of e-learning may hinder the learning process if the technology is perceived as being complex and not useful to enhanced performance, and thus a distraction to learning. In line with acceptance studies, this research proposed and tested students‘ acceptance behavior of agricultural higher education for application of e-learning using technology acceptance model. Results demonstrated that there was positive relationship between students‘ intention to use e-learning and its perceived usefulness, internet experience, computer self-efficacy and affect. Instead computer anxiety and age had negative relationship with students‘ intention to use e-learning.

E-Learning ,

Agricultural higher education ,

Technology acceptance model (TAM) ,

Computer anxiety ,

Computer self-efficacy ,

Effect ,