Perceived Usefulness, Ease of Use, and Usage of Distance Education Systems: Evidence from Turkey

Abstract

Distance education and e-learning have become pivotal during the COVID-19 pandemic, offering a solution to maintain education continuity amidst restrictions. This study delves into the application of the Technology Acceptance Model (TAM) to assess the acceptance and utilization of e-learning among university students, with a particular focus on Turkey. This geographical context presents an opportunity to investigate the multifaceted factors influencing the effectiveness of e-learning, which have received limited exploration thus far. A survey-based quantitative approach employs Structural Equation Modeling (SEM) to understand student attitudes toward distance education and investigate the relationships among various dimensions such as learning, usage, and barriers. The study, conducted among 1040 undergraduate students enrolled in Turkish distance education programs, reveals significant positive relationships between learning and usage dimensions, while negative relationships exist between learning and barriers and usage and barriers. The findings underscore the importance of enhancing the ease of use of distance education platforms and addressing encountered barriers to foster effective utilization. Recommendations include establishing robust support mechanisms, improving training programs, and facilitating better communication channels between students and educators. The study contributes to the understanding of e-learning acceptance and usage among university students, providing insights for designing more effective educational interventions and enhancing higher education systems, especially in the case of Turkey.