[ 31 May 2020 | vol. 13 | no. 1 | pp. 11-20]

About Authors:

Ngozi Justina Igwe1, Chimaobi Samuel Ogbonna2*, Lazarus Bassey Abonor3, Tochukwu Longinus Nwangwu4*, Ignatius Udeoba4, Nwamaka Aroh5 and Ada Mbaegbu4
-1Department of Adult Education & Extra-Mural Studies (Distance Education and Extension Unit), University of Nigeria Nsukka, Enugu State, Nigeria
-2Department of Arts Education, University of Nigeria Nsukka, Enugu State, Nigeria
-3Department of Social Work, University of Calabar, Cross River State, Nigeria
-4Department of Educational Foundations, University of Nigeria Nsukka, Enugu State, Nigeria
-5Department of Social Science Education, University of Nigeria Nsukka, Enugu State, Nigeria


This study investigated the determinants of Nigerian university students' acceptance of online learning and distance education based on the technology acceptance model. This quantitative study sampled and surveyed 269 students from both undergraduate and postgraduate university students in Nigeria. Furthermore, this study utilized a non-probability convenience sampling as it enabled data collection from participations based on their availability. The researchers collected data through the use of a questionnaire. Email link to the survey was sent to participants. The questionnaire was closed-ended, and subjects entered questionnaire responses with an ordinal 5-point Likert scale. Cronbach's alpha was used to assess the reliability of the instrument and the overall reliability of 0.86 was obtained. The results of this study indicate that PU, PEOU, SI and QL significantly explain students' acceptance of e-learning, accounting for 42.37% of the variation in BI, and BI with AU were supported. The result of PU suggests that e-learning is useful and that students do intend to accept to use the technology for learning. The result of PEOU suggests that students will accept e-learning if they believe that using the technology would be effort-free. The result of SI suggests that student's acceptance of e-learning depends on the positive view from their peers, or instructors. Finally, the findings revealed that QL suggests that students acceptance of e-learning depends on their belief that the use of the technology will improve their learning with their instructor and peers as well as assignment submissions.


Students, Distance Education, Technology Acceptance Model, Nigeria


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