Exploring the Acceptance and Influencing Factors of Online Learning Using the Technology Acceptance Model

With the development and popularization of Internet technology, online learning has gradually become an important way of learning in schools. This study aimed to analyze the main influences on students' use of online learning. A new extension is introduced on the basis of Technology Acceptance Model (TAM). Structural Equation Model (SEM) is used to construct and test the hypothetical model of online learning intention. We found that (i) perceived usefulness has the most significant effect on intention to use; (ii) self-efficacy has a more diversified path of influence on intention to use; and (iii) perceived teacher support and perceived course design have important influences on both perceived ease of use and perceived usefulness. The results indicate that students' willingness to use online learning is at a medium level. However, the effectiveness of teacher support and improvement in course quality still require attention. Encourage students to build positive learning attitudes and promote self-efficacy. This will improve the students' use and acceptance of online learning.