Empirical evaluation of the revised technology acceptance model
Management Science
An empirical investigation of student acceptance of course websites
Computers & Education
International Journal of Human-Computer Studies - Special issue on HCI and MIS
Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies
Information and Management
Factors influencing student intention to adopt online classes: a cross-cultural study
Journal of Computing Sciences in Colleges
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model
International Journal of Human-Computer Studies
The influence of system characteristics on e-learning use
Computers & Education
The acceptance and use of a virtual learning environment in China
Computers & Education
Computers in Human Behavior
Modelling technology acceptance in education: A study of pre-service teachers
Computers & Education
The role of task-technology fit as users' motivation to continue information system use
Computers in Human Behavior
A Trace-Based System for Technology-Enhanced Learning Systems Personalisation
ICALT '09 Proceedings of the 2009 Ninth IEEE International Conference on Advanced Learning Technologies
Learners' acceptance of e-learning in South Korea: Theories and results
Computers & Education
Task-technology fit and user acceptance of online auction
International Journal of Human-Computer Studies
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The aim of this research was to study the effect of flexibility on e-learning use within the framework of the technology acceptance model (TAM). Concern with flexibility arises from university programmes increasingly blending distance education and on-site learning, made possible by internet-age computer technologies. The use of these technologies is bound to their enabling to break away from time and space constraints. In this context, our results confirm that student choices to use these technologies for their learning are strongly influenced directly and indirectly by the perceived lack of flexibility of on-site course design. The results also indicate that the absence of flexibility of on-site courses has not only more impact on the use of these technologies but also on all other variables in the TAM.