Exploring Determinants of Online Learning Acceptance: The Role of Readiness, Peer Support, and Instructional Support

This study investigates influential aspects of students' acceptance of online learning: students' readiness, peer support, and instructional support. Readiness, driven by motivation, technical skills, and self-management, affects online learning participation. This readiness is made up of self-learning and communication abilities in online environments, which influence acceptance and satisfaction. Peer support inspires collaboration and enhances learning gains. It reduces loneliness, boosts motivation, and facilitates teamwork, while instructional support aids learning through organized interaction and feedback. Instructional support (e.g., immediate feedback and well-structured instruction) also improves engagement and perceived accomplishment in online education. The study employed a systematic sampling plan, using 308 students at an American university pursuing online or blended courses. Confirmatory factor analysis was used to validate the measurement model, confirming construct validity and reliability. Structural equation modeling confirmed the tested hypotheses and relationships among the variables. Students who perceive online learning as useful and convenient are more inclined to engage with the learning management system, which aligns with the technology acceptance model. Psychological, technological, and behavioral readiness play a primary role in determining whether self-efficacious and self-regulated learners will adapt. Peer support is important in offsetting the alienating effect of e-learning and facilitating engagement, motivation, and cognitive presence. Interpersonal behavior, such as peer mentoring and group discussion, increases social belonging, reduces anxiety, and develops academic resilience. Instructional support is critical to the acceptance of online learning. Timely scaffolding and immediate feedback increase students' engagement and motivation. Institutional investments in technical and non-technical resources enable active participation. The study's broader implications are multifaceted and require a holistic approach focusing on content delivery, actively preparing students, fostering social connections, and supporting them throughout their journey. Student readiness is not a static trait; rather, it can be intentionally developed over time. Administrators should take pre-emptive measures with course design and focused interventions, like student training that promotes independence and empowerment. Institutional-level policies promoting peer-to-peer cooperation will enable universities to raise the general acceptability of online learning, student involvement, and satisfaction. Instructional support must prioritize clarity and engagement to foster student acceptance of online learning. Institutions can significantly enhance the acceptance of online learning by employing academic and emotional support, integrating technology, and providing comprehensive learning support services. In addition, institutions must constantly build and maintain a solid technology and non-technology support system that includes e-advising, e-tutoring, and mental health counseling for online students. The study advances e-learning practices by reframing student readiness as a dynamic quality that organizations can cultivate with focused instruction and assistance. The results offer practical advice for creating welcoming, stimulating, and encouraging online environments that increase student acceptance of online learning.