Evaluating the Acceptance of Flexible Online Learning via Extended TAM: The Case of a Developing Economy

Abstract

This study evaluated the acceptance of flexible online learning via an extended technology acceptance model (e-TAM). The authors extended Davis’s (1989) TAM with user interface design, social norms, computer literacy, and academic relevance. A total of 1,137 college students from a Philippine state university voluntarily participated in the survey, and the data were analyzed using the covariance-based structural equation modeling (CB-SEM) approach. The findings conform to the proposed model with acceptable model fit measures. Among the 13 hypothesized paths of direct relationships, 12 were reported as significant, indicating various similar findings in the current literature surrounding the acceptance and use of technology of flexible online learning. The results add to different complex structures affecting online learning and provide insights into the post-COVID-19 era, especially from a developing economy perspective. Implications of the study were also discussed.