The great advantages of e‐learning have been recognized, and efforts have been made to promote e‐learning adoption. Despite valuable research achievements from technology adoption, previous studies built their models from different perspectives. In this study, to offer a comprehensive research model on e‐learning adoption, we integrated these models (ie, TAM, TPB and IDT) and included culture as a moderator. Based on 45 relevant empirical research, this study conducted a meta‐analysis to explore key determinants of users’ attitude and behavioral intention to adopt e‐learning. Combined with traditional technology acceptance theories and innovation diffusion theory, we developed a comprehensive model and explored the moderating role of culture. The results indicate that this integrated technology acceptance model can be applied to better understand e‐learning adoption. The moderator analysis shows that the influence of subjective norms and self‐efficacy on users’ behavior intention is more salient in the collectivistic culture, whereas perceived usefulness is more important for online learners in an individualistic culture.

中文翻译：

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文化差异是否会影响用户的电子学习采用率？荟萃分析

人们已经认识到电子学习的巨大优势，并已努力促进采用电子学习。尽管通过技术采用获得了宝贵的研究成果，但先前的研究还是从不同的角度构建了模型。在本研究中，为了提供有关采用电子学习的综合研究模型，我们将这些模型（即TAM，TPB和IDT）集成在一起，并将文化作为主持人。基于45个相关的实证研究，本研究进行了荟萃分析，以探索用户采用电子学习的态度和行为意图的关键决定因素。结合传统的技术接受理论和创新扩散理论，我们开发了一个综合模型并探讨了文化的调节作用。结果表明，该集成技术接受模型可用于更好地理解电子学习的采用。主持人分析显示，在集体主义文化中，主观规范和自我效能感对用户行为意图的影响更为显着，而在个人主义文化中，感知的有用性对于在线学习者更为重要。