Johnson Tunde Oyeleke, Bashirat Abiodun Ibrahim


This study examined Perceived Self-efficacy and Service Quality as Predictors of Online Learning Acceptance among Online Distance Learning Students of the University of Ibadan. A cross-sectional survey design was employed to gather data from 473 respondents. Copies of structured questionnaires made up of Perceived Self-efficacy, Service Quality and Online Learning Acceptability were utilized. T-tests for independent samples, zero-order correlation and multiple regressions were used in analyzing data at <.05 level of significance. Results indicate that participants with a high level of self-efficacy scored significantly higher on online learning acceptance t (471) =14.896). Service quality predicted online learning acceptance t (471) =-29.311). Self-efficacy and service quality jointly predicted online learning acceptance (R2=.765; F2, 470 = 765.389), and there was a significant relationship between service quality, self-efficacy and online learning acceptance (p<.01). The findings underscore the significance of factors such as self-efficacy and perceived service quality in shaping online learning acceptance. Addressing digital literacy and ensuring high-quality support services are recommended to enhance student readiness and satisfaction in online education. Other recommendations include acknowledging diverse student experiences; adopting an intersectional approach in research; conducting longitudinal studies for lasting impact; and continually evaluating programs for adaptation.


Online distance learning, self-efficacy, service quality, online learning acceptability

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