  Recognizing the underlying relationship between e-learning practice and the
institutional environments hosted in, the Chinese educational practice on
branching high school students into science, technology, engineering, and
mathematics (STEM) and non-STEM academic major groups before being admitted
into universities or colleges is examined. By extending the well-established
Technology Acceptance Model (TAM) with computer self-efficacy, this study aims
to examine the difference in perceptions and behaviours on e-learning adoption
from the STEM and non-STEM students. The results revealed that STEM score of
computer self-efficacy, perceived ease of use and behavioural intention to use
e-learning are all greater than non-STEM.
