ARTICLES IN FRENCH - II

E-LEARNING ADOPTION DETERMINANTS:
A MODIFIED TECHNOLOGY ACCEPTANCE MODEL
Nabila JAWADI
Université Paris Dauphine
CREPA, Centre de Recherche en Management et Organisation nabila.bennaoui@dauphine.fr Assaâd EL AKREMI
Université des Sciences Sociales Toulouse 1

ABSTRACT
E-learning

has

considerable

financial,

social

and

organisational

advantages. However, e-learning use among professional workplaces remains limited comparing to traditional methods. This raises the problem of factors influencing the adoption of e-learning among human resource management practices. This paper tries to identify and test determinants of e-learning use by workers. Technology adoption theories developed in information system researches offer a conceptual framework to apprehend key factors that influence workers’ intention to use e-learning.
Empirical study conducted on 350 Tunisian employees suggests the importance of their perceptions of usefulness, ease of use and computer self-efficacy judgments as key determinants of e-learning acceptance.
Theoretical and Managerial implications for researchers and human resource managers are derived from the results of this research.
Key words: e-learning, technology adoption theories, technology acceptance model, structural equations.

Communications of the AIS, Volume 18, Article 2
2
E-Learning Adoption Determinants: A Modified Technology Acceptance Model by N. Jawadi and A. El Akremi

I. INTRODUCTION
L’e-formation intègre un ensemble de formules d’apprentissage assisté par ordinateur ou utilisant, comme base technologique, les réseaux
Internet, Intranet ou Extranet [Gilbert et Jones, 2001]. Ces nouvelles méthodes de formation apportent des innovations aussi bien au niveau de la logique, du contenu que des outils puisqu’elles permettent un apprentissage permanent, taillé sur mesure aux besoins de l’apprenant, indépendant des contraintes spatiales et en juste à temps 1 [Jones, 2001].
L’e-formation possède plusieurs