Impact of teacher e-readiness on user-satisfaction leading to e-learning acceptance in higher education

In the context of India, the surge in popularity of e-learning, especially prompted by the COVID-19 pandemic, highlights the need to explore how learners perceive and accept this mode of education. The existing literature on this subject in India is limited, particularly in relation to teacher e-readiness relation to user-satisfaction. This study adopts an empirical research methodology, analyzing data from 62 e-learners of higher educational institutes in India engaged in various e-learning formats, including higher education, re-skilling, online skill certifications, institutional training, and hobby and language-related learning. The research framework is grounded in the Unified Theory of Acceptance and Use of Technology model and the End User Computing Satisfaction model. The collected data is subjected to multiple linear regression analysis using SPSS. The study's outcomes reveal a significant association of teacher e-readiness towards user satisfaction, thereby influencing the acceptance of e-learning in India. This research contributes theoretically to the understanding of factors influencing e-learning acceptance. Moreover, the findings and recommendations hold practical implications for educational providers, corporate entities in the education industry, and policymakers.