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This study aims to identify the most significant factors that influence acceptance of e-learning in India. As e-learning has gained popularity in the wake of the COVID-19 pandemic and continues to be one of the most sustainable methods of education, it is pertinent to examine learners' perception towards its acceptance. There is limited literature available on this subject in India, especially factoring in impact of the pandemic.

This study empirically analyses data of 331 adult e-learners in India, who have enrolled for one of the following e-learning formats: higher education, private coaching, test preparation, re-skilling and online certifications, corporate training and hobby and language-related learning. Their perception is examined on the basis of a model developed using the Unified Theory of Acceptance and Use of Technology model. Data are analysed through structural equation modelling using SPSS and AMOS statistical tools.

The result of the study shows that Infrastructure Dependability, Effectiveness of Design and Content of Courses and Student's Competency with Computers are the top three factors impacting e-learning acceptance in India.

This study makes several theoretical contributions. Additionally, research findings and recommendations will facilitate education providers, corporates in the education industry and policymakers to focus on the significant areas for enhancing the acceptance of e-learning.

This study identifies and confirms important factors that influence e-learning acceptance and suggests opportunities for further in-depth research and analysis.

The main purpose of this study is to examine whether quality factors as the antecedents to learner beliefs can affect learners' intention to use an e‐learning system.

This study gathered sample data from eight high‐tech companies in Taiwan. A total of 680 questionnaires were randomly distributed, 522 questionnaires were returned for a response rate of 76.76 percent, and 483 usable questionnaires were analyzed, with a usable response rate of 71.03 percent. Data were analyzed by using structural equation modeling.

Information quality, service quality, system quality, and instructor quality, as the antecedents of e‐learning acceptance can provide detailed accounts of the key forces underpinning employees' perception with regard to their beliefs (i.e. perceived usefulness, perceived ease of use, and perceived enjoyment), and this situation can further enhance employees' usage intention of the e‐learning system.

Based on the extended technology acceptance model and the updated DeLone and McLean information systems success model, this study integrates related e‐learning quality factors including information quality, service quality, and system quality into the research model and further contributes additionally to the identification of instructor quality that may lead to e‐learning acceptance. Also, it should be noted that the empirical evidence on capturing both extrinsic and intrinsic motivators for completely explaining quality antecedents of e‐learning acceptance is well documented in this study. Hence, this study contributes significantly to the body of research on evaluating the quality antecedents of e‐learning acceptance.

The use of e-learning in the workplace is increasing. This increase was mainly because of technological advancement within corporations, but the COVID-19 pandemic has further reinforced this trend. User acceptance is central to e-learning’s success; hence, this study aims to investigate workplace e-learning acceptance in Indonesia.

Using the unified theory of acceptance and use of technology (UTAUT) model, this study analyzed survey response data from employees in seven Indonesian industries that use e-learning for their corporate learning programs. The study combined partial least squares structural equation modeling (PLS-SEM) analysis with fuzzy-set qualitative comparative analysis (fsQCA) to gain symmetrical and asymmetrical perspectives.

Various combinations of UTAUT model-based antecedents in pursuing workplace e-learning acceptance were supported by the PLS-SEM and fsQCA results. Both analyses point to performance expectancy as the strongest predictor of intention to use e-learning.

The study offers insight into the causal relationship between constructs in the UTAUT model and uncovers paths and combinations of constructs that lead to e-learning intention.

This study highlights complex causalities between constructs.

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.

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.

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.

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.

This systematic review aims to assess the studies collected by identifying factors influencing the acceptance of e-learning systems before and during the current propagation of the COVID-19 pandemic.

This study undertook a literature review on the in-depth revision of studies published before 2021. The reviewed research papers meet the inclusion and exclusion criteria. A total of 97 out of 214 articles met the inclusion criteria and were subsequently used in this review.

The findings revealed that the survey questionnaire is the most common data collection instrument used regardless of the research objectives. 2019 was a remarkable year because of the emergence of the COVID-19 pandemic.

This systematic review relied on specific databases (ScienceDirect, Emerald, IEEE and Google Scholar) to search for the articles included in this paper. However, these databases may not comprehensively represent all papers published on e-learning using the technology acceptance model (TAM).

This paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers. This research spotlights the significant factors influencing the acceptance and adoption of e-learning.

This research assessed articles that examined the TAM in e-learning and classified them according to their methodology, country of dissemination, context and distribution within the year of publication. This paper contributes to the body of knowledge in a way that will benefit stakeholders in an educational setting.

This study aims to examine university students’ acceptance of e-learning systems in Pakistan. A Web-based learning system is a new form of utilizing technological features. Although, developed countries have initiated and established the concept for e-learning, developing countries require empirical support to implement e-learning.

This paper further explains a conceptual model that is based on the technology acceptance model (TAM). Earlier theories such as the theory of reasoned action (TRA), theory of planned behaviour (TPB) and decomposed theory of planned behaviour (DTPB) have been conducted on user behavioural intention (BI). TAM is considered as the most relevant framework in a Web-based context. To analyse the present study’s hypothesized model, structural equation modelling (SEM) has been used to statistically analyse self-reported sample data from 424 university students.

The results revealed that TAM, with the combination of new constructs, explains university students’ acceptance of the e-learning system reasonably well. Additionally, work life quality (WLQ) and facilitating conditions (FC) have a greater influence on the BI and the actual use (AU) of the e-learning system, respectively.

The study has also provided valuable implications for academics and practitioners for ways to enhance the acceptance of the e-learning system in the higher education of Pakistan.

In this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them.

To address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness.

The authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors.

The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems.

This study's purposes were to longitudinally examine how interactivity factors as the antecedents to learner beliefs affected learners' intention to use the e-learning system and explore whether the effects on learners' usage intention of the e-learning system would change over time with increasing learners' usage experience of the system.

This study gathered sample data from students at a comprehensive university in Taiwan. The sample data were collected in a two-stage survey and were analyzed by using the longitudinal methodology. A total of 252 students agreed to participate in this study, and 225 students effectively participated in both data collections, with a usable response rate of 89.29 percent. Data were analyzed by using structural equation modelling and multiple group analysis.

Interactivity factors (controllability, responsiveness, two-way communication, and personalization) indirectly affected students' intention to use the e-learning system via the extrinsic motivators (perceived usefulness (PU) and perceived ease of use (PEOU)) and intrinsic motivator (perceived enjoyment (PE)). Besides, students' experience in using the e-learning system moderated the effects of PU, PEOU, and PE on intention to use the system.

Based on the extended technology acceptance model, the empirical evidence on capturing both extrinsic and intrinsic motivators for completely explaining interactivity antecedents of learners' e-learning acceptance is well documented in this study. Besides, it should be noted that this study contributes significantly to the body of research on evaluating whether the effects of learners' beliefs on their usage intention of the e-learning system may change over time with increasing experience in using the system.

Technology acceptance research in the L&T contexts has a necessity for enabling the significant inclusion of technology in educational settings (Scherer et al., 2019). Despite the propensity for information communication and technology to enhance the teaching and learning process, the acceptance or rejection of learning technology is essential. Technological acceptance model (TAM) has evolved to become a key model to depict the predictors of human behaviour towards prospective rejection or acceptance of technology (Granic and Marangunic, 2019). In their recent systematic review of the extensive literature on TAM, Granic and Marangunic (2019) found that most of TAM research originate from Asia (Taiwan, Malaysia, South Korea and China), Europe, North America, Middle East and Africa. To the best of the authors’ knowledge, research on TAM has been very scarce in small island economies. This study aims to guide the empirical model of Al-Fraihat et al. (2020), which wants to uncover the quality of learning by understanding the intentions and satisfaction of tertiary education learners on the acceptance and use of information technology (IT) for e-learning, during the confinement period.

This study adopted a quantitative approach. The proposed framework was borrowed from Al-Fraihat et al. (2020) and amended based on the contextual aspect of the study. The model proposed by Al-Fraihat et al. (2020) takes into consideration the quality of e-learning through technical system quality, information quality, service quality, educational system quality, support system quality, learner quality and instructor quality. The framework has as the basis the TAM where the perceived satisfaction, perceived usefulness, use and benefits of E-learning have been evaluated. This current study evaluated the quality of the e-learning platform from the students’ perspective in the confinement period. The service quality construct has been broken into three different dimensions, namely, service quality from an IT perspective, service quality from an administration perspective and service quality from the faculty represented by the Head of Departments. Another dimension has been added so as to evaluate the learner’s point of view when studying during confinement, namely, confinement and learning quality.

The findings of this study did not support H25, that is the hypothesis that perceived usefulness has a positive relationship with perceived satisfaction, in contradiction to similar previous studies that confirmed the relationship (Al-Sabawy et al., 2011; Al-Fraihat et al., 2020). However, interestingly, the findings of this research supported the relationship between perceived satisfaction and benefits (H26). This means that the greater the satisfaction of the learner, the greater the benefits on students. The results of this study further supported that there is a positive relationship between perceived usefulness and benefits (H27); there is a positive relationship between perceived usefulness and use (H28); and finally, there is a positive relationship between use and benefits (H29). Such relationships were also found in the existing literature (Al-Sabawy et al., 2011; Cidral et al., 2018; Al-Fraihat et al., 2020). The perception of the usefulness of the e-learning system determines the benefits, usefulness and system use. When the learners feel that the system is enhancing their learning, learning activities and performance, hence learning more effectively, they tend to see the e-learning system as useful and they are more likely to use the e-learning system/tool. The use of the tool/system, thus positively impacts the benefits that the learners derived from the system.

The COVID-19 and overnight decision for a country-wide lockdown drastically changed the education sector. School and all teaching institutions were closed. However, most universities had to review their teaching and learning models to introduce e-learning to ensure the semester’s progress. Hence, the use of the various LMS tools became a necessity overnight. This study on e-learning in Mauritius uses the TAM as the theoretical foundation because the theory has long been extensively used to investigate the quality of learning eg. Davis (1989), Scherer et al. (2019), Al-Fraihat et al. (2020).

The purpose of this study was to investigate the factors that might influence the intention and use behaviour of e-learning systems by students in state universities in Sri Lanka.

The theoretical model for this study was primarily drawn from unified theory of acceptance and Use of Technology 2 (UTAUT2). Exogenous variables included performance expectancy, effort expectancy, social influence, work life quality, hedonic motivation, internet experience and facilitating condition, and their influence on behavioural intention and use behaviour were studied. Instrument was developed using validated items from past literature. Data for this quantitative study were collected from undergraduate and postgraduate students from 15 Sri Lankan state universities by self-administering and Web-form during second quarter of 2018. Structural equation modelling was used to see the insights from the valid data using IBM’s SPSS 25 and AMOS 22.

Results of the confirmatory factor analysis and subsequent evaluation of the structural model confirmed the proposed hypotheses, and it was found that constructs of UTAUT2 have a significant impact on and play an important role in behavioural intention to use and use behaviour of e-learning system by state university students in Sri Lanka.

The adoption of an e-learning system in Sri Lankan state universities is fairly low. Hence, investigation of what determinants might be contributing for adoption is important to enhance the learning experience of students and help them improve their knowledge. This paper contributes by delineating the factors that influence the acceptance and use of e-learning systems by students of state universities in Sri Lanka.