14 International Journal of Academic Research in Accounting, Finance and Management Sciences Vol. 7, No.2, April 2017, pp. 14–20 E-ISSN: 2225-8329, P-ISSN: 2308-0337 © 2017 HRMARS www.hrmars.com Acceptance Model for e-Learning Services: A Case Study at Al-Madinah International University in Malaysia Farah Hanna ZAWAIDEH Irbid National University, Management Information System Department, E-mail: Dr.farah.h.zawaideh@gmail.com Abstract E-learning environments are university’s infrastructural features that are increasingly important. With e- Learning, teachers could impart knowledge in many ways while improving interaction with the students. Also, interactions among students could be improved. This study aimed at identifying factors that can explain the usage of e-learning environments by higher education students. A total of 201 questionnaires were answered by 201 students enrolled in Al-Madinah International University in Malaysia. The results point to use behavior of using e-learning as the factor that directly influenced behavioral intention to use e- learning the most. This factor also imparted the greatest indirect impact on behavioral intention use E- learning. Simply put, student’s usage of e-learning environments is explainable to a great extent via their perceptions of the added value of these environments, which to a high degree is impacted by their belief about web-based activities and computer-assisted learning. Key words E-learning, Cultural, Unified Theory of Acceptance and Use of Technology (UTAUT) DOI: 10.6007/IJARAFMS/v7-i2/2785 URL: http://dx.doi.org/10.6007/IJARAFMS/v7-i2/2785 1. Introduction Globally, the teaching practices and learning at colleges as well as universities are being revolutionized by digital technologies. Additionally, Nanayakkara (2007) reported that the teaching institutions are showing significant efforts in establishing eLearning while investing a large amount on the information technology infrastructure, anticipating a high return. Unfortunately, the usage of the technology by the teachers and faculty is not as expected. In fact, e-Learning systems are still not employed as much as they should be. It is not known how the term ‘e-Learning’ came into existence. However, Moore, Dickson-Deane and Galyen (2011) suggested the high possibility of the term being coined in the 1980’s during another delivery mode’s time frame which is online learning. The term ‘e-Learning’ is describable as instruction conveyed using any electronic medium such as CD-Rom, audio/video tape, interactive TV, internet, intranets, extranets and satellite broadcasts (Frimpon, 2012). Aside from e-learning, the Internet is also instrumental for the social media. This, as stated by Pumper, Yaeger and Moreno (2013), results in the widespread of social networking sites across all geographical boundaries and cultures. As noted by Socialbakers (2012), Facebook has become the most popular social networking site with roughly 1 billion users worldwide. Owing to the evolution of the technology of education during the course of the new millennium, there has been heavy integration of e- learning and social media into the approach of education (e.g. Sozcu, 2014; Stein et al., 2014). The adoption of e-learning by higher education institution is as support for professional development and continuing education (King and Boyatt, 2014). Simultaneously, within the setting of higher education, Magogwe, Ntereke and Phetlhe (2014) stated that the implementation of social media is for intensifying the steady and smooth communication between instructor and students, and among students. Additionally, it is important to discover the motivational factor of social media use. This would further fortify e-learning and social media with respect to their effectiveness. The motivational factors of use of e- Learning usage and of social media have been explored by several scholars. Somehow, the motivational factors of e-learning usage in an educational technology course in the context of Malaysia are yet to be sufficiently explored.