An Investigation of the Factors Influencing Behavioral Intentions in Self-Directed Online Learning by Integrating the Task-Technology Fit and Technology Acceptance Models

Online learning, a popular form of self-directed learning, relies on interactive and cooperative frameworks to provide students with educational opportunities. The results of the study show that TTF and computer self-efficacy have a positive impact on the perceived usefulness (PU) and perceived ease of use (PEU) of self-directed online learning. Additionally, PU and PEU played a mediating role in the relationship between TTF and behavioural intention. The findings emphasize the importance of cross-disciplinary knowledge acquisition through online self-learning as a motivator for students.