Abstract:

The success of an e-learning system depends largely on the acceptance and use teachers to give this tool. After critically evaluate models of technology adoption, including the Technology Acceptance Model (TAM) and TAM2, we built a conceptual model to predict among teachers the level of acceptance and use of e-learning system. This model extends TAM2 and includes technical support, computer self-efficacy, social influence, perceived enjoyment and satisfaction. Data were collected from 145 teachers of a University in Ecuador. For data collection, a form in Likert scale was sent by email. Upon receipt of the data, these missing data reported a 4.2%, to correct this data imputation method was applied for replacement by mean. After performing the checks satisfactory reliability and validity, the structural model was tested using PLS. The results indicate that perceived ease of use and perceived usefulness has a direct effect on the intension of using e-learning system. The perceived enjoyment, computer self-efficacy and social influences have a direct effect on the perceived usefulness and perceived ease of use of e-learning system. The directors of universities should not only worry about the basic design e-learning system, but also explicitly address individual differences among teachers using e-learning system.

Keywords:

e-learning, TAM, PLS.