Abstract
This study investigates the barriers to e-learning adoption among Moroccan university students through a mixed-methods approach, analysing psychological, functional, and technological factors. The quantitative phase, conducted with 302 students and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM), examines the effects of usage barriers, perceived value, and tradition on e-learning adoption intentions. The qualitative phase, involving 15 students from Taroudant Poly-Disciplinary Faculty, provides an in-depth exploration of their experiences and perceptions. Quantitative findings reveal significant negative impacts of usage, perceived value, and individual barriers on adoption intentions, with age moderating these relationships. Qualitative insights further underline the importance of trust, content relevance, and interaction quality as key determinants of e-learning acceptance. Together, these findings highlight a mismatch between existing technological infrastructure and user expectations in the Moroccan context. This research underscores the urgency of improving access to digital technologies and implementing hybrid teaching models tailored to local needs. It also advocates for raising awareness among educators and students about the benefits of e-learning to foster its broader acceptance. By addressing a critical gap in empirical studies on e-learning resistance in developing countries, this study provides actionable insights and a transferable framework for other African regions facing similar challenges, contributing to academic and practical discussions on digital transformation in education.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
E-learning,Adoption barriers,Resistance to innovation,Mixed-methods approach, Moroccan university students, Higher education
