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Purpose – The purpose of this paper is to investigate the determinants of e-learning adoption (ELA) among students in the University of Ghana. Design/methodology/approach – A quantitative research approach comprising of a survey of 337 students was adopted. Data were collected using questionnaires designed in conjunction with 13 factors (computer self-efficacy (CSE), perceived ease of use (PEOU), perceived usefulness (PU) and attitude towards use (ATTU)) in the conceptual model of the study. Data analysis was conducted using structural equation modelling. Findings – The result revealed that PU and ATTU had a direct effect on ELA whilst, PU and PEOU also had a direct relationship on ATTU. Other variables such as CSE and PEOU had an indirect relationship on ELA though they were found to have an insignificant direct relationship on ELA. Practical implications – The level of significance of each construct identified in the study provide practical guidance to school administrators and instructors as to which factors to pay close attention to when implementing e-learning projects within their respective institutions. Originality/value – This study provides insight into ELA from the students’ perspective, through an extension of the TAM model in a developing country context given the existence of cultural differences and societal idiosyncrasies which exist in different contexts, particularly in Africa.
Boateng et al. (Thu,) studied this question.