The Role of Computer and Internet Access in Business Students' Acceptance of E-learning Technology

1.1 Introduction

Computer and internet access is defined as the ability of individuals to utilize digital devices and online resources to perform tasks, acquire knowledge, and communicate effectively (Selim, 2007). in the context of higher education, computer and internet access is a critical enabler of e-learning technology, which is described as the use of electronic resources, platforms, and tools to deliver, manage, and support learning activities (Al-Fraihat et al., 2020). Business students, in particular, are expected to develop both theoretical knowledge and practical digital skills to thrive in the competitive global market. The integration of e-learning technology into their curriculum is intended to enhance flexibility, promote self-directed learning, and improve academic performance (Teo, 2011). However, effective adoption of e-learning is largely dependent on students’ access to computers and reliable internet services. Limited access can impede engagement, reduce motivation, and affect the overall learning experience, particularly in regions where technological infrastructure is underdeveloped (Abbad et al., 2009).

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.

1.2 Background of the Study

Historically, e-learning and digital education is closely intertwined with the development of computer and internet technologies. According to Selim (2007), the use of computers in education dates back to the 1960s, when early computer-assisted instruction systems were introduced in universities to facilitate learning and provide interactive tutorials. The advent of the internet in the 1990s marked a turning point in educational technology. Al-Fraihat, Joy, and Sinclair (2020) reported that the widespread availability of internet connectivity enabled the emergence of online learning platforms, virtual classrooms, and web-based instructional materials. Davis (1989) asserted that this shift necessitated a focus not only on technology provision but also on understanding students’ attitudes, perceptions, and willingness to adopt these digital learning tools.

In recent years, the adoption of e-learning technology has become increasingly important in higher education, particularly for business students who are expected to integrate technology into their academic and professional activities. Access to computers and the internet is a critical factor influencing the acceptance and effective use of e-learning platforms (Al-Fraihat et al., 2020). The advent of information and communication technology (ICT) has significantly transformed the educational landscape, providing opportunities for flexible and accessible learning.

According to Selim (2007), access to computers and the internet is a critical determinant of students’ ability to engage with e-learning technologies effectively. He reported that students with reliable access to digital devices and stable internet connectivity demonstrate higher levels of engagement, motivation, and academic performance in online learning environments.

Al-Fraihat, Joy, and Sinclair (2020) asserted that e-learning platforms enhance the delivery of educational content, facilitate interactive learning, and provide personalized learning experiences. They contended that the integration of e-learning into higher education is particularly relevant for business students, who are expected to develop both theoretical knowledge and digital competencies essential for modern workplaces. In line with this, Davis (1989) stated that students’ acceptance of technology is influenced by perceived usefulness and ease of use, highlighting the importance of ensuring that learners have adequate access to computers and internet resources to maximize the benefits of e-learning systems.

On the other hand, Teo (2011) affirmed that socio-economic constraints, such as affordability of personal devices and internet subscription costs, limit some students’ ability to fully utilize e-learning platforms. He reported that disparities in access contribute to differences in academic outcomes and engagement levels, emphasizing the need for institutions to provide adequate technological support. Similarly, Abbad, Morris, and De Nahlik (2009) contended that insufficient digital literacy, inadequate training, and lack of institutional support act as barriers to effective adoption of e-learning, even among students with access to technology.

The rapid expansion of digital learning initiatives underscores the importance of understanding the factors that influence students’ acceptance of e-learning technologies. According to Venkatesh and Davis (2000), behavioral intention to use technology is shaped by both access and individual perceptions of usefulness, ease of use, and confidence in operating digital tools. This study is set against the backdrop of investigating how computer and internet access influences business students’ acceptance of e-learning technology.

1.3 Statement of Problems

Investigation revealed that many students still face challenges that limit their engagement with these digital learning tools. Inadequate access to reliable computers, intermittent internet connectivity, and limited digital literacy is among the major barriers that affect students’ willingness and ability to embrace e-learning systems (Selim, 2007). On the other hand, some students experience difficulty in navigating online platforms due to insufficient training to digital learning environments (Teo, 2011).

Furthermore, the rapid expansion of e-learning initiatives has accentuated a gap in understanding how technological infrastructure interacts with student perceptions and acceptance levels. In addition, socio-economic factors such as affordability of internet services and personal devices are a significant determinant of e-learning adoption (Abbad et al., 2009). It is against this backdrop that this study seeks to investigate the role of computer and internet access in shaping business students’ acceptance of electronic learning (e-learning) technology.

1.4 Aim and Objectives of the Study

The aim of this study is to assess how computer and internet access affects the acceptance of e-learning technology among business students.

The study will pursue the following objectives:

1. To determine the effect of computer and internet access on students’ willingness to adopt e-learning technology.
2. To examine the level of computer and internet access available to business students.
3. To evaluate the relationship between digital literacy and students’ acceptance of e-learning platforms.
4. To identify the challenges that hinder effective engagement with e-learning technology among business students.
5. To provide recommendations for enhancing the adoption of e-learning technology in business education.

1.5 Research Questions

Based on the stated objectives, the study will address the following research questions:

• What is the level of computer and internet access available to business students?
• How does computer and internet access influence students’ willingness to adopt e-learning technology?
• What is the relationship between digital literacy and students’ acceptance of e-learning platforms?
• What challenges hinder effective engagement with e-learning technology among business students?
• What strategies will enhance the adoption of e-learning technology in business education?

1.6 Significance of the Study

The outcome from the findings of this research will hold significant relevance in the following ways:

1. Students: The study will help students recognize the importance of computer and internet access in improving learning outcomes and e-learning engagement.
2. Educational Institutions: Institutions will benefit by identifying infrastructural gaps and implementing policies to support effective e-learning adoption.
3. Government: Policymakers will use the findings to develop strategies that address the digital divide and promote equitable access to technology.
4. Private Sector/EdTech Companies: Technology providers will understand the challenges faced by students and design solutions that enhance accessibility and usability of e-learning platforms.
5. Researchers: The study will provide empirical data that will inform future studies on e-learning adoption and digital education in Nigeria.

1.7 Research Hypotheses

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: Computer and internet access has no significant effect on business students’ acceptance of e-learning technology
• H₀2: Digital literacy is positively associated with students’ acceptance of e-learning platforms.
• H₀3: Challenges such as limited access and inadequate training negatively influence students’ engagement with e-learning technology.

1.8 Scope of the Study

The scope of this research is focused on the role of computer and internet access in business students’ acceptance of e-learning technology. This research will cover business students in Lagos State, Nigeria, particularly at Lagos Business School and select universities offering business programs.

1.9 Limitations of the Study

A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:

1. Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
2. Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
3. Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
4. Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.

1.10 Definition of Terms

E-learning Technology:

E-learning technology is defined as the use of digital platforms and online tools to facilitate teaching and learning processes, enabling students to access educational content, interact with instructors, and collaborate with peers (Al-Fraihat et al., 2020).

Computer Access:

Computer access is the availability and use of functional computing devices by students for academic purposes, including learning, research, and assessment activities (Selim, 2007).

Internet Access:

Internet access is the ability to connect to online networks and resources, enabling students to retrieve information, communicate, and participate in online learning platforms (Teo, 2011).