Abstract:

For ten years the distance learning division Affiliated to the Moroccan national Ministry of education has implemented a continues training system named “Collab”, which Dedicate to develop the teachers online training. However statistics recorded until the end of September 2015, show a very low enrolment (16.02%), and a very high rate of dropouts (94.83%). These numbers pushed us to think about reasons that hindering the use of e-learning today. In the face of this observation, it may be thought that users are not able to accept e-learning as a way to learn, which leads us to wonder what motivates teachers to engage in the "digital" learning process. More precisely, it is a matter of understanding the attitudes of teachers towards this educational system, their motivations and brakes in order to identify factors that could accelerate the adoption of this technology.

The purpose of this article is to study factors that influence the acceptance and the use of e-learning teachers. In order to answer our research question, we formulate answering hypotheses on the research question and develop an explanatory model based on the unified theory of acceptance and use (UTAUT) Venkatesh (2003) / (2008) technology.

An empirical study, conducted among 256 teachers who are already active on the online learning platform "Collab" of the MNEM (Collabiens), make us able to identify the most significant factors in the acceptance of e-learning. First we present the Unified Theory of Acceptation and Use of Technology (UTAUT) which has been developed to understand the behavior of individuals in the face of a technology. Then we offer our hypothetical model which the foundations are based on the UTAUT model of Venkatesh.

The results of a quantitative study will be discussed in order to validate or refute the different hypothesis of our model. This article has a double interest. On the academic level, it helps to validate the UTAUT model in a particular context and also enrich the conditions of acceptance knowledge and use of e-learning. Secondly and on the managerial level, it offers action levers to improve the implementation of e-learning in continuing education chances of success.

Keywords:

Adoption of e-learning, Moroccan context, Model UTAUT, Structural equations.