Abstract
BACKGROUND: Electronic learning is the process of remote teaching and learning through the use of electronic media. There is a dearth of research on the factors influencing e-learning acceptance in Ethiopia using the modified technology acceptance model (TAM). Previous research appears to have overlooked the mediating impact of factors on e-learning acceptability Therefore, the present study aimed to assess the acceptance of e-learning and its associated factors among postgraduate medical and health science students by applying TAM at first-generation universities in the Amhara region. METHODS: This institutional-based cross-sectional study was conducted from March 15 to April 20, 2023, at Amhara First Generation University, Ethiopia. A total of 659 students participated in the study. A self-administered questionnaire in the Amharic language was used to collect the data. SEM analysis was employed to test the proposed model and the relationships among factors using SPSS version 25 and AMOS version 26. RESULTS: The proportion of postgraduate students who agreed to use e-learning was 60.7%, 95% CI (56.9-64.4). SEM analysis revealed that perceived ease of use (β = 0.210, p < 0.001), attitude (β = 0.377, p < 0.001) and perceived usefulness (β = 0.330, p < 0.001) had positive direct relationships with acceptance of e-learning. Perceived usefulness (β = 0.131, p < 0.001), and perceived ease of use (β = 0.029, p < 0.01) significantly mediate the relationship between self-efficacy, and acceptance of e-learning. Accessibility had a positive indirect effect on acceptance of e-learning through perceived ease of use (β = 0.040, p < 0.01). Facilitating condition had a positive indirect on acceptance of e-learning through perceived ease of use (β = 0.070, p < 0.01), and perceived usefulness (β = 0.084, p < 0.001). CONCLUSION AND RECOMMENDATION: Overall, the proportion of postgraduate students who accepted e-learning is promising. Perceived ease of use perceived usefulness, and attitude had positive direct effects on the acceptance of e-learning. Facilitating conditions and self-efficacy had positive indirect effects on the acceptance of e-learning. Thus, implementers need to prioritize enhancing the provision of devices, students' skills, and knowledge of e-learning by providing continuous support to improve students' acceptance of the use of e-learning.