CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Online education seems to be on the edge of the new learning paradigm. Some estimate that the e-learning market has a growth rate of up to 35% (Sun P-C et al., 2012). However, the benefits of these systems cannot be obtained if the students do not accept or use the system properly (Pavlou P, 2013) and (Lin H-F, 2017). Therefore, it is important to examine the determinants of online learning acceptance to help designers and educators build systems that are useful and acceptable to the end user as an apprentice. E-learning technologies offer educational institutions and business organizations the opportunity to use and take advantage of technologies to complement and support teaching and learning processes. For example, the Learning Management System (LMS) is used to support the delivery, monitoring and management of training / education to achieve good academic results. E-learning is the use of teaching and learning methods based on information and communication technologies (ICT), whose use in the educational process gains momentum at different levels over time (Omwenga, 2014).
Studies of educational quality analyzed the relationship between time, the value of time spent and performance, especially in relation to the task for personal education. The availability of time for students is a key element in e-learning activities, as adults do not have enough time, as indicated by the term “time restrictions” (Douthitt, 2010). Students who participate in e-learning (and distance learning in general) are usually adults with work and family disabilities (DÃaz, 2012). Therefore, the time they spend on their learning activities is reduced (after a working day, while children sleep, on weekends, etc.) and it is often the remaining time when their professional, social and family responsibilities have been fulfilled.
The use of e-learning technologies in education and training has been a priority in most European countries during the last decade. However, progress has been mixed since technology and the nature of e-learning are not clearly defined in most learning institutions and organizations. There are significant differences in “electronic maturity” within and between countries and between organizations within countries, since some learning facilities do not have an electronic library to access other virtual libraries around the world (Eurydice, 2014). The UNESCO World Education Report (1998) shows that education systems are increasingly under pressure in most universities and organizations around the world to use new ICT to better understand the knowledge and skills required in the world Today’s technological Teaching of learning technologies It has been noted that some organizations still lack the ICT infrastructure sufficient for effective e-learning and online education. It also shows that more and more educators are convinced of the technological potential of e-learning, although it is not precise enough to obtain clear benefits.
