Factors affecting students' acceptance of E-learning in Sri Lanka: Evidence from social sciences undergraduates of University of Kelaniya

Abstract

E-learning is fast becoming an essential tool that is widely used and implemented by educational institutes and universities across the globe. Although elearning initiatives have advanced in developed countries, it is still in its early phases in many developing countries, including Sri Lanka. This study aims to uncover the factors influencing students' acceptance of e-learning among social sciences undergraduates at the University of Kelaniya. To accomplish this goal, employed a quantitative research approach and collected data through a structured questionnaire. The study utilized a convenient sample method, with 252 undergraduates participating in the survey. The sample size was determined using Morgan's Theory. To analyze the received questionnaire data, SPSS (Statistical Package for the Social Science) was used. To interpret the gathered data, descriptive statistical techniques, including mean, mode, standard deviation, correlation coefficients, and simple regression were used. This study identified key factors significantly affecting students' intention to use e-learning. These factors include system quality, information quality, content quality, computer self-efficacy, subject norm, and accessibility. These elements strongly influence students' inclination to embrace e-learning for their educational pursuits. In contrast, the factors of enjoyment and playfulness demonstrated a weak relationship with student's intention to use e-learning. To enhance learner engagement, we recommend incorporating audio-visual aids, animated simulations, and experiment videos within e- learning content. Additionally, instructors, designers, and developers should prioritize creating user-friendly interfaces to improve the acceptance and adoption of e-learning systems. This research contributes to the literature on technology acceptance theory by developing a comprehensive model tailored to social sciences undergraduates at the University of Kelaniya. Our findings offer actionable insights for educational policymakers, emphasizing the significance of system quality, information quality, content quality, computer self-efficacy, subject norm, and accessibility in promoting e- learning adoption. Addressing these factors, along with incorporating engaging multimedia elements, can enhance the success of e-learning initiatives, especially in developing countries like Sri Lanka. In summary, this study provides valuable recommendations for policymakers in the education sector to improve e-learning outcomes, addressing the evolving needs of students in the digital age.