Advancement Through Research
The objective of the study was to assess the online learning behaviour of distance education students in Nigerian universities based on the technology acceptance model. A survey research design method was adopted for the study with a structured questionnaire. The subjects were distance education students (N=104) who were using the e-learning in their courses. Each participant was asked to fill out a 14 items questionnaire indicating his or her opinion with each statement on a 4-point Likert-type scale. Descriptive statistics collected from the survey showed the majority of the subjects were computer-savvy, and most spent over 12 hours a week on the internet. Slightly over half of the respondents (60%) were female, and the respondents’ age varied from 25-30 years (Mean = 21 years, SD = 0.90). The reliability analysis was conducted using Cronbach’s alpha and the overall reliability index of 0.80 was obtained. The result suggested that online learning behaviour of distance education students is predicated on the positive use of technology. Perceived Usefulness (β=0.140, p<0.01) and Perceived Ease of Use (β=0.188, p<0.01) have a significant positive influence on students behavioural intention to accept to use e-learning. Students instructors and peers had a significant effect on their perceptions to accept to use e-learning (β=0.109, p<0.01). Furthermore, Perceived Usefulness was influenced by Attitude toward Using (β=0.339, p<0.01). Finally, the results further indicated that Actual Usage (AU) is influenced by Behavioural Intention (β=0.644, p<0.01).
Online learning behaviour, Distance Education, Technology Acceptance Model, Nigeria
