Ali Tarhini|Kate Hone|Xiaohui Liu
The effects of individual differences on e-learning users’ behaviour in developing countries: A structural equation model
Brunel University London|Brunel University London|King Abdulaziz University|Brunel University London
main objective study 1 empirically investigate factors affect acceptance use elearning lebanon 2 investigate role set individual differences moderators eg age gender experience educational level extended technology acceptance model tam quantitative methodology approach adopted study test hypothesized research model data collected 569 undergraduate postgraduate students studying lebanon via questionnaire collected data analysed using structural equation modeling sem technique based amos methods conjunction multigroup analysis result revealed perceived usefulness pu perceived ease use peou subjective norms sn quality work life qwl positively affect students behavioural intention bi also found experience moderates relationship peou pu sn elearning use intention age difference moderates effects peou sn qwl bi addition educational level moderates effects peou sn bi gender moderates effects pu sn qwl bi contrary expectations moderating role age relationship pu bi found similarly gender found affect relationship peou bi educational level moderate relationship pu qwl bi light findings implications theory practice discussed