Past research has hypothesized and empirically supported a model for learners’ acceptance of e-learning. To further investigate the influence of gender on e-learning acceptance, data were collected from a sample of 259 Taiwanese undergraduates that were relatively balanced between genders. Comparisons of means and multiple-group Structural Equation Modeling (SEM) with LISREL were used to analyze the data.
Examining t-test results indicated that differences in construct means between males and females occurred only for some of the model predictors. Specifically, men have more confidence in using the technology, more Internet experience, a higher perception of system interactivity, and higher beliefs of usefulness and ease of use than women. However there is no significant difference in their intentions to use the e-learning system. In addition, multiple-group SEMs revealed that gender moderated some of the relationships between the hypothesized determinants and intentions to use the e-learning system. In particular, women’s adoption intention for distance education purposes is more strongly influenced by system interactivity. Women’s perception of e-learning usefulness is negatively influenced by self-efficacy. Some implications for practical purposes are addressed.