E-learning acceptance in higher education: Application of flow theory, technology acceptance model & e-service quality

The emergence of learner-centered education beside the teacher-centered education is considered as a significant changes in the field of education in the information age. Manifestation of e-learning has developed a context for wide applications of learner-centered instructions and other changes in teaching methods. Thus, understanding of students’ e-learning adoption behavior among students in higher education is urgently needed. The purpose of this study was to evaluate acceptance e-learning by students in Tarbiat Modaress University. A survey method was used in this study. The statistical population included 264 students in Tarbiat Modaress University. A sample of 111 students was randomly selected. A questionnaire tool was used for data collection. The reliability of questionnaire was established by calculating the Cronbach's alpha coefficient (0.6) and its validity was determined by using factor analysis. The data were analyzed by using regression procedure. The results indicated that the instructor’ characteristics and teaching materials through perceived usefulness, and playfulness had directly and positive effect on intention to use e-learning. In addition perceived usefulness had greatest effect on intention to use e-learning. However, learning content design had no effect on the perceived ease of use.