article · Arab Gulf Journal of Scientific Research
This study investigates what drives university students to accept and continue using e-learning platforms, drawing on experiences during the COVID-19 pandemic. Data was gathered from 448 fourth- and fifth-year students at a Moroccan business school. The analysis combined the technology acceptance model with elements of the expectation confirmation model, incorporating variables such as satisfaction, expectation confirmation, social influence, and facilitating conditions. Structural equation modelling and importance-performance map analysis revealed that future e-learning adoption is heavily shaped by student satisfaction, perceived usefulness, and perceived ease of use. Conversely, facilitating conditions did not serve as a valid factor in determining students' attitudes towards online learning. The findings demonstrate which functional and behavioural elements most effectively encourage learners to maintain digital study habits.
Higher education institutions investing in digital transformation need reliable data on how learners respond to remote study tools. By identifying user satisfaction, ease of use, and perceived utility as core drivers of adoption, academic leaders can design more engaging online environments and avoid spending resources on support factors that fail to influence learner attitudes.
Educational technology developers, software providers, and university administrators can use these findings to refine user interfaces and digital curricula, prioritising usability and functional value to drive learner retention. The work represents applied survey research conducted within a single institution, making it an early-stage evidence base that requires broader testing before informing commercial product roadmaps or system designs.
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Purpose This article aims to study the determinants of e-learning acceptability by university students based on their experiences with distance learning during the coronavirus disease 2019 (COVID-19) pandemic. Design/methodology/approach A questionnaire was used to collect data from 448 students enrolled in a Moroccan business school's fourth and fifth years. The technology acceptance model (TAM) was the primary framework used for this analysis, into which variables from the expectation confirmation model were injected, namely facilitating conditions, social influence, expectation confirmation and satisfaction. The proposed conceptual model was tested and evaluated using the partial least squares structural equation modeling (PLS-SEM) technique. Then the authors have offered an in-depth analysis by employing the importance-performance map analysis (IPMA) approach. Findings The investigation suggested that the proposed measurement scale effectively assesses the factors impacting students' decision to continue using e-learning in the future. This study’s results show that e-learning acceptance depends significantly on the students' satisfaction, perceived ease of use (PEU) and perceived usefulness (PU). In contrast, the facilitating conditions are not a valid measurement scale to determine students' attitudes toward e-learning. Originality/value This is one of the first studies in the Moroccan context to evaluate e-learning acceptability by management students after COVID-19 using a unique research model.
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DOI: 10.1108/agjsr-05-2022-0052
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