Investigating critical factors influencing the acceptance of e-learning during COVID-19
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Summary
This study investigates the critical factors influencing student acceptance of e-learning and predictors of satisfaction with online teaching during the COVID-19 pandemic. Motivated by the forced transition from traditional to online education, the research aims to identify key drivers of e-learning adoption using the Technology Acceptance Model (TAM) as a theoretical framework. The study seeks to provide educational institutions with insights for improving e-learning implementation and enhancing student satisfaction in pandemic conditions. The methodology involved a survey of 312 students in Serbia who utilized e-learning platforms. The sample consisted predominantly of female respondents (61.5%) and undergraduate students across various years of study. Data were collected using a questionnaire with 22 items measured on a seven-point Likert scale, covering variables such as course design, perceived usefulness, perceived ease of use, quality of e-learning, attitude, satisfaction, and intention to use. The analysis employed reliability testing, confirmatory factor analysis, and structural equation modeling using IBM SPSS and AMOS software to test twelve specific hypotheses regarding the relationships between these variables. The results confirmed that course design significantly impacts perceived usefulness, perceived ease of use, and the quality of e-learning. Perceived usefulness and e-learning quality were identified as the primary drivers of student satisfaction. Furthermore, perceived usefulness, perceived ease of use, and satisfaction with online teaching significantly predicted students' attitudes toward e-learning. Attitude, in turn, was a strong predictor of the intention to use e-learning. However, two hypotheses were not supported: perceived ease of use did not significantly affect satisfaction, and satisfaction did not significantly influence the intention to use e-learning. All other tested relationships were statistically significant, validating the proposed structural model. The findings highlight that effective course design is foundational for enhancing perceived usefulness and quality, which subsequently drive satisfaction and positive attitudes. The study concludes that educational institutions should prioritize the structural and aesthetic design of online courses to improve student acceptance and satisfaction. While the results offer practical implications for e-learning strategy, the authors note limitations regarding the sample’s geographic restriction to Serbia and potential respondent bias. Future research is recommended to include faculty perspectives, conduct segment analyses by gender and study year, and compare e-learning with traditional learning methods.
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| Stage | Outcome | Tool | Model | Prompt | Attempts | Completed |
|---|---|---|---|---|---|---|
| discover | success | DOAJ | — | — | 1 | 2026-06-25 |
| archive | success | unpaywall | — | — | 1 | 2026-06-26 |
| extract | success | cached | — | — | 2 | 2026-06-26 |
| clean | success | clean | — | — | 1 | 2026-06-25 |
| chunk | success | chunk | — | — | 1 | 2026-06-25 |
| embed | success | embed | Qwen/Qwen3-Embedding-8B | — | 1 | 2026-06-25 |
| promote | success | — | — | — | 1 | 2026-06-25 |
| summarize | success | llm | qwen3.6-27b-prismaquant | summ-v5 | 1 | 2026-06-26 |
| tag | success | vector_similarity | — | — | 6 | 2026-06-25 |
| verify | success | — | — | — | 1 | 2026-06-26 |
Summary generated by qwen3.6-27b-prismaquant on 2026-06-26; verification: verified.
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