Abstract:

This study is aimed at examining the factors predicting the university students’ attitudes and intentions to use online learning system with the intervention of individual and system-related characteristics as external factors. We used 506 responses from undergraduate and post-graduate students enrolled in public and private universities in the state of Sikkim (India). The study adopted the Technology Acceptance Model (TAM) as a theoretical foundation, and we extended it with external individual and system-specific characteristics. We employed Partial Least Square Structural Equation Modelling (PLS-SEM) to assess the relationship between the external exogenous individual (computer self-efficacy, perceived enjoyment, and computer playfulness) and systems (content quality, information quality, and system quality) characteristics with the endogenous constructs. The theoretical model we propose effectively explains the behavioural intention (R2 = 0.623) of university students using online learning systems. The results suggest that perceived enjoyment and system quality have a significant impact on the perceived usefulness and perceived ease of use of online learning system. On the other hand, computer self-efficacy, computer playfulness among individual characteristics; and content quality & information quality characteristics of online learning system do not significantly affect the perceived use and perceived ease of use of online learning system. Further, the content quality does not affect the attitude and intentions of using an online learning system. This study provides insightful information that will help universities and governments better prepare for the adoption of online learning in the context of higher education in developing nations like India.

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