TESTING INTEGRATIVE MODELS OF THE BEHAVIOURAL INTENTIONS ON ACTUAL USAGE TO THE ELEARNING

Abstract

This study explores the adoption of eLearning in Libya. The author argues that current behavioural prediction models such as TRA, TPB, and TAM do not adequately account for the affective constructs of eLearning when high learning stakes are involved. To address this gap, the author proposes an integrative model that accounts for learning processes and population-specific behavioural strategies. The study used a quantitative-based research design, PLS-SEM, and involved 404 university students from one of the major private universities in Libya. The findings emphasise the multidimensional nature of e-learning adoption. While expected benefits, ease of use, and subjective norms significantly influence usage, behavioural intention mediates these effects variably. Rejected hypotheses highlight the complexity of predicting behaviour, showing that attitudes alone may not drive adoption without addressing external and practical factors. The study is expected to add value to existing literature by utilising the model to determine the adoption of e-learning in developing countries. Adding new constructs that may influence e-learning acceptance by students, such as trust of behavioural intention and actual use, have been incorporated in the model to assist in a better understanding of the phenomena. The study suggests that Libyan policymakers can enhance student participation in online learning programs by requiring teachers to complete e-learning courses, encouraging professional development in digital teaching strategies, and rewarding universities with high student retention rates.