Universities benefit from the merging of classroom lecturing and the use of technological resources to provide an innovative environment for their students. E-learning resources facilitate the process of teaching and learning. Although students use these resources widely, their usage behaviors and the factors the dominate the instructor-students learning resources usage still need to be investigated further due to the fast-growing technological changes and the advanced features of e-learning, which affect the dominant prioritization and the significances of these factors. In order to facilitate this research, a research model was derived from the modified Technology Acceptance Model (TAM) in order to observe the factors that influence the instructors-students utilization of learning resources within universities in the United Arab Emirates (UAE). The research model was assessed based on an analysis of 520 students who participated in the study. Thus, it can be inferred that both peer influence and students’ capability to use technology have no relevant effect on perceived usefulness and students’ usage behavior. However, instructor contributions, course content, and design do indeed have a significant correlation with student usage behavior. The findings from this research advance the understanding of the factors that have a more dominant influence on instructor-students learning resources used in the context of UAE universities.
Universities benefit from the merging of classroom lecturing and the use of technological resources to provide an innovative environment for their students. E-learning resources facilitate the process of teaching and learning. Although students use these resources widely, their usage behaviors and the factors the dominate the instructor-students learning resources usage still need to be investigated further due to the fast-growing technological changes and the advanced features of e-learning, which affect the dominant prioritization and the significances of these factors. In order to facilitate this research, a research model was derived from the modified Technology Acceptance Model (TAM) in order to observe the factors that influence the instructors-students utilization of learning resources within universities in the United Arab Emirates (UAE). The research model was assessed based on an analysis of 520 students who participated in the study. Thus, it can be inferred that both peer influence and students’ capability to use technology have no relevant effect on perceived usefulness and students’ usage behavior. However, instructor contributions, course content, and design do indeed have a significant correlation with student usage behavior. The findings from this research advance the understanding of the factors that have a more dominant influence on instructor-students learning resources used in the context of UAE universities.