Perceptions of Cloud-Based Learning Facilities among U.S. College Students

Cloud-based learning has constantly been adopted and helped in the establishment of virtual learning environments in most U.S. higher education institutions, but disparities in access and engagement persist in this 21st century. Therefore, this study examined how students across diverse U.S. Colleges perceive the usability, accessibility, and instructional effectiveness of cloud-based learning platforms, alongside socioeconomic influences. Anchored in the Technology Acceptance Model (TAM), four research questions and two hypotheses were formulated for the study. The study adopted a descriptive design of the survey type. The total sample was 500 undergraduate students across diverse U.S. Colleges. Through a structured questionnaire, the data for the study were collected, and the analysis was done using descriptive statistics of mean decision, standard deviation, analysis of variance, and t-tests. The findings of the study revealed that students perceive cloud-based learning facilities as highly usable, moderately accessible, and instructionally effective, yet socioeconomic disparities limit equitable access, digital literacy, and overall student engagement, particularly among learners from historically underserved backgrounds. No significant gender differences exist in usability perceptions. The study concluded that platforms transform learning but require equity-focused improvements. The study recommended that students, faculty, university management, and policymakers have crucial roles to play in sustaining cloud-based learning facilities, such as improving technological infrastructure, providing device subsidies, and training educators to achieve undergraduates’ deeper and more enriched learning experience.