Psychometrics of E-learning Acceptance and Learning Outcomes Questionnaire in University Students

Background and purpose: Electronic learning (e-learning) is highly important nowadays, so, it is necessary to have a suitable tool to check its level of acceptance and outcomes. The present study aimed to evaluate e-learning acceptance and learning outcomes in university students. Materials and methods: A methodological cross-sectional study was performed in 410 undergraduate students at Mazandaran University of Medical Sciences and Tehran Azad University, Electronics Branch in April-June 2022. The participants completed the 46-item questionnaire about the acceptance of e-learning and the outcomes of learning. The face validity, content validity, and construct validity (convergent and divergent validity) of the questionnaire were evaluated. The reliability was measured using Cronbach's alpha, theta, and McDonald omega coefficients. The construct structure of the questionnaire was analyzed using factor analysis. Results: Based on the results of exploratory factor analysis, seven factors were extracted: learning outcomes, course content and design, infrastructures, the instructor, student computer competency, supports provided by the university, and easy access to electronic facilities. The fit indices of the model confirmed the two-level structure of e-learning acceptance and learning outcomes in the students (PCFI=0.825, PNFI=0.747, CMIN/DF=1.714, RMSEA=0.050, AGFI=0.831, IFI=0.925). The questionnaire’s convergent validity and divergent validity, and also the internal consistency and reliability (<0.7) were confirmed. Conclusion: The present study revealed that the acceptance of e-learning and learning outcomes questionnaire had good validity and reliability in a selected population of undergraduate students. Due to the suitable psychometric properties of the tool, it can be used in future studies that evaluate the acceptance of the e-learning and learning outcomes in this population.