Investigating Academic Major Differences in perception of Computer Self-efficacy and Intention toward E-learning Adoption in China

Abstract

Recognizing the underlying relationship between e-learning practice and the institutional environments hosted in, the Chinese educational practice on branching high school students into science, technology, engineering, and mathematics (STEM) and non-STEM academic major groups before being admitted into universities or colleges is examined. By extending the well-established Technology Acceptance Model (TAM) with computer self-efficacy, this study aims to examine the difference in perceptions and behaviours on e-learning adoption from the STEM and non-STEM students. The results revealed that STEM score of computer self-efficacy, perceived ease of use and behavioural intention to use e-learning are all greater than non-STEM.