Abstract:

Global market for e-learning has witnessed rapid growth due to the growing need for flexible type of education systems. Advances in technology and increased need for diversified and easily accessible systems of learning have led to the rise of e-learning systems. E-learning to quite an extent has replaced conventional classroom teaching methods in educational institutions and training methods used in organizations. It has brought about a significant change in the process of learning by providing new opportunities and ensuring accessibility to learners. Although e-leaning system has assumed greater importance in the recent years in the United Arab Emirates, there is not much evidence of empirical study of factors governing student adoption of this system. A clear understanding and investigation of the factors that influence the learner adoption and acceptance process are required for an effective implementation of e-learning system. Therefore, the study aimed at identifying the factors that encourage or limit the learner to adopt an e-learning system.

Objectives:
The main objectives of this research were to:
- Identify the factors considered by the learner while selecting an e-learning course.
- Examine the influence of identified factors on the acceptance of an e-learning system.
- Develop a model for the adoption of e-learning.

Theoretical Background:
The current study, through the use of the Technology Acceptance Model (TAM), investigates factors affecting the acceptance of e-learning system.

Methodology:
Separate survey questionnaires were prepared for the respondents of education and corporate sectors. An online survey tool was used for this purpose and the questionnaires were administered to the learners of the two sectors across the United Arab Emirates.
The questionnaires distributed among the learners of educational institutions included 27 questions based on the general information about their views, experiences, components, frequency and percentage of usage of e-leaning. challenges faced by them and their institutions, effectiveness, and benefits and barriers of e-learning systems. However, the questionnaires administered to the organizational members comprised of 26 questions which were mostly similar to the ones used for institutions, but also included questions based on the organizational purpose and financial goals for which e-learning was used in the organizational settings.
The study aimed to design a model for the acceptance of e-learning. As discussed in the paper, there are various existing models of acceptance, but not a single model which can be applied universally. In the background of the above and on the basis of the research conducted, an attempt has been made to develop a model of acceptance of e-learning which is applicable to both educational institutions and the corporate houses. This model is an extension of the TAM and also includes the five external variables identified by the study. These five variables have been found to affect the acceptance of e-learning and thus needs to be integrated to the model. Of these five, the subjective norms have a direct influence on the intention to use, whereas the other four namely, Internet Experience, System Interactivity, Self Efficacy, Technical Support, indirectly influence the intention through the perception of easy to use and of usefulness.

Keywords:

e-learning, technology, adoption, acceptance.