Understanding E-Learning Adoption in Higher Education: A TAM-Based Study at Saida University

Abstract

The rapid integration of digital technologies in higher education has increased interest in understanding the factors influencing students’ acceptance of e-learning systems. This study applies the Technology Acceptance Model (TAM) to examine the determinants of e-learning adoption among students at Saida University, Algeria. The proposed framework focuses on perceived ease of use, perceived usefulness, and attitude toward use as key predictors of behavioral intention. Data were collected from 110 students at the Faculty of Science and Technology.

The study employed factor analysis and stepwise regression to test the relationships among the variables. The findings reveal that perceived ease of use, perceived usefulness, and attitude toward use significantly affect students’ intention to adopt e-learning platforms. The results also indicate that e-learning complements traditional classroom teaching by improving interaction and learning flexibility. These findings provide practical implications for university decision-makers and educational technology developers aiming to enhance e-learning implementation in higher education institutions.