Adapting the technology acceptance model to investigate student responses to e-learning

Abstract

The learning management system, Moodle, was introduced at the University of KwaZulu-Natal in 2015, facilitating the introduction of a blended learning format for Basic isiZulu, a compulsory second language module at the university. This article presents a quantitative analysis of student responses to a survey on attitudes towards the e-learning component of Basic isiZulu. Integrating and extending the technology acceptance model (TAM) to predict e-learning acceptance has been extensively explored. This study follows that trend but deviates by adapting the TAM items to facilitate the investigation into student satisfaction and self-regulatory patterns with e-learning. The study provides an evaluation of how four TAM constructs, computer anxiety (CANX), perceived ease of use (PEOU), perceived usefulness (PU) and perceived enjoyment (ENJ) predict satisfaction and self-regulation. The results indicate that perceived ease of use (PEOU) and perceived usefulness (PU) have a significant impact on the dependent variables, satisfaction and self-regulation.