Factors affecting ueh students’ behavioral intention in e-learning supplementary courses

Abstract

Nowadays, online learning has become an important component of education, particularly in higher education institutions. While E-learning offers numerous benefits, several obstacles still remain in recognizing the factors that affect students’ behavioral intention in E-learning supplementary courses. The research aims to investigate key determinants of behavioral intention within the context of E-learning at UEH University, utilizing the Theory of Planned Behavior as a conceptual framework. This study examines the influence of Self-efficacy, Perceived Usefulness, Perceived Ease of Use, Attitude, Subjective Norms, and Perceived Behavior Control on students’ behavioral intentions. Data was collected from 311 students through a questionnaire on Google Form using a convenience sampling method. The findings indicate that all examined factors influence behavioral intention, with Attitude and Subjective Norms being the most significant one. These results provide practical recommendations for courses providers aiming to optimize E-learning systems to accommodate the needs of students