A study on factors hindering online learning acceptance in developing countries

Advents of online learning and its applications have given tertiary-organizations a better operating system to broaden their educational system via internet which offers students with flexibility and ubiquity to embrace online-learning innovation anywhere and at any time. Regrettably, in developing countries, least studies have been conducted to explore the factors conducive to learners' acclaimed versatility regarding online learning. This study employed technology acceptance model as a groundwork in examining objection of online-learning. Partial least squares(PLS) structural equation modeling utilized to analyze the 869 responses of students studying in four tertiary institutions that permitted for this learning mode in Nigeria. Hypotheses tested on power supply, technical resources, perceptive usefulness and ease towards behavioral intents of students to adopt online learning in Smartpls engine supported in this study, expect ease of use on behavioral intents to accept the system failed. All regressed significant at p-value < 0.003, and a variance explained of 75% of factors achieved in this study. However, supported factors in the Nigeria context may not in countries, because of some cultural differences and technology readiness. Thus, recommended the replication of this study to increase the generalizability of this result achieved