Abstract
The rapid proliferation of the number people using the Internet and
World Wide Web (WWW) has been identified by many academic institutions
as a potential opportunity to promote distance learning activity.
E-learning has been implemented by academic institutions worldwide
for decades, including the Indonesian Open University. In this
study, using the Indonesian Open University or Universitas Terbuka
(UT) as study setting, we investigate the factors that were believed to
affect acceptance of e-learning namely, computer self-efficacy, convenience,
instructor’s characteristics, instructional design, technological
factors and institutional support. All these factors were examined to
predict their contribution to the Technology Acceptance Model
(TAM). From the literature, we developed a research model and eleven
hypotheses. The research model was tested using structural equation
modeling technique. The research findings suggest several implications
and contributions to the e-learning knowledge and concept. The results
provide interesting insights and suggestions. Instructional design
(ID) and technological factors (TF) were shown to be strong predictors
of both perceived ease of use (PEOU) and perceived usefulness (PU).
Consistent with prior studies, CSE was confirmed to predict perceived
usefulness. Other variables; convenience (CONV) and instructor’s
characteristics (IC) are found to be non-significant factors for perceived
ease of use (PEOU). Perceived ease of use was found to be a
strong predictor of perceived usefulness and intention to use.
