Abstract
This study investigates the impediments affecting the inclination to adopt e-learning services among university students in Morocco by constructing an innovation resistance model. It integrates two barriers, individual and technological, to shed light on the personal and technological dimensions of students’ acceptance of online learning. Data were gathered through a self-administered online survey from students at the Polydisciplinary Faculty of Taroudant, yielding 210 responses. Structural Equation Modeling (PLS-SEM) analysis, conducted using SmartPLS4 software, revealed the interrelations between the latent variables in this study. Results demonstrate a significant negative impact of barriers related to risk, tradition, image, and individual obstacles on the intention to use e-learning services. Furthermore, the findings indicate a positive influence of barriers related to usage, value, and technological obstacles on this intention. These results carry valuable implications for researchers and educational practitioners, guiding the development and implementation of effective strategies for online learning.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
E-learning,Innovation resistance,Barriers,PLS-SEM method
