摘要：E-learning has become progressively more vital for academia and corporate training and has potentially become one of the most significant developments and applications in Information Technologies (ITs). This study used a quantitative approach seeking a causative explanation of the decision behavior of individuals toward the acceptance and assimilation of e-learning in academic settings. A survey of 286 participants (students) was conducted to collect the research data. Our study framework was based on the third version of the Technology Acceptance Model (i.e., TAM3) and the data were analyzed using structural equation modeling in order to determine the factors that influence the learners' intention to use e-learning. Results show the predicting (promoting/inhibiting) factors of e-learning technology acceptance, while also examining some related post-implementation interventions expected to contribute to the acceptance and assimilation of e-learning systems. Our results also indicate that TAM3 holds well in the Arabian culture and also outline valuable outcomes such as: managerial interventions and controls for better organizational e-learning management that can lead to greater acceptance and effective utilization. Hopefully, this study provides a roadmap to more understanding of the success factors and post-implementation interventions contributing to the acceptance and assimilation of e-learning systems in developing countries.
关键词：E-learning
; LMS
; Technology acceptance model
; TAM
; TAM3
; Structural equation modeling
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