Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning

• A TAM3-based e-learning acceptance model is validated in two educational settings.
• Links between behavioral intention and actual system usage are also analyzed.
• No strong relation was found between BI and self-reported frequency of use.
• Results suggest a trade-off effect between habit and behavioral intention.
• Two components of perceived usefulness are identified: performance and flexibility.

Widespread implementation of e-learning systems – learning management systems, virtual learning environments – across higher education institutions has aroused great interest on the study of e-learning acceptance. Acceptance studies focus on the predictors of system adoption and use, with behavioral intention to use the system as a proxy for actual use. This study proposes a TAM3-based model – with the inclusion of two additional variables: personal innovativeness in the domain of information technology and perceived interaction – to study the factors influencing the acceptance of e-learning systems. Attention is also brought towards the role of behavioral intention, especially in its relation with use behavior. In order to do so, two different settings were considered: higher education and lifelong learning; data was gathered from a survey administrated to Spanish graduate and lifelong learning students, and partial least squares analysis was used to test the research model. Results supported TAM relations, except for the intention-behavior linkage, and unveiled a dual nature of perceived usefulness – with one component related to efficiency and performance, and another component related to flexibility. The adequacy of applying TAM3-based models in educational contexts and suitability of actual system usage measures are also discussed.