Acceptance of e-Learning and Associated Factors among Postgraduate Medical and Health Science Student's at First Generation Universities, Amhara Region, 2023 Using Modified Technology Acceptance Model

Abstract

Abstract Background Electronic learning, also known as e-learning, is the process of remotely teaching and learning through the use of electronic media. University students are voracious information seekers who are eager to learn new concepts, ideas, technologies, and methods of knowledge acquisition. Students can access their learning materials at any time and from any location through e-learning, which takes place on the Internet. In a world where having up-to-date information and expertise is critical for benefiting from the current knowledge-based economy, e-learning is critical. Methods An institutional-based cross-sectional study was conducted from March 15 to April 20, 2023 in Amhara region first generation universities, Ethiopia. A total of 659 students participated in the study. simple random sampling technique was used. A self-administered questionnaire in Amharic language was used to collect data. data was manually coded and clean then entered into Epi data version 4.6 and SPSS version 25 was used for further analysis. A median score was used to assess the proportion of acceptance. A SEM analysis was employed to test, the proposed model and the relationships among factors using AMOS version 26. Result The proportion of postgraduate students’ acceptance to use e-learning was 60.7%, 95%CI (56.9–64.4). The SEM analysis had shown that accessibility (β = 0.216, P < 0.001), computer self-efficacy(β = 0.156, P < 0.01) and facilitating condition (β = 0.381, P < 0.001), had a positive direct relationship with perceived ease of use and facilitating condition (β = 0.274, P < 0.001), computer self-efficacy(β = 0.426, P < 0.001) and Perceived ease of use (β = 0.201, P < 0.001) had a positive direct relationship with perceived usefulness and also Perceived ease of use (β = 0.156, P < 0.001) and perceived usefulness (β = 0.606, P < 0.001) had a positive direct relationship with attitude. Perceived ease of use (β = 0.183, P < 0.001), attitude (β = 0.353, P < 0.001) and perceived usefulness (β = 0.307, P < 0.001) had a positive direct relationship with acceptance of e-learning. Conclusion and recommendation: Overall, proportion of postgraduate students’ acceptance of e-learning is promising. facilitating condition, self-efficacy, perceived usefulness, perceived ease of use and attitude had a positive direct and indirect effect on acceptance of e-learning, and attitude played a major role in determining students’ acceptance of e-learning. Thus, the implementers need to give priority to enhancing, the provision of devices, students’ skills, and knowledge of e-learning by giving continuous support to improve students’ acceptance to use e-learning.