The study focused on technological readiness and computer self-efficacy as predictors of E-learning adoption by Library and Information Science (LIS) students in Nigeria. While literatures have suggested that E-learning adoption is context based, there is a need to examine the predictors of E-learning adoption within the Nigerian context, given the increasing need for E-learning adoption as a result of the COVID-19 Pandemic. As a result, the study used the descriptive correlational research design to study a group of LIS students in Nigeria. Consequently, LIS students in the Nigeria Library and Information Science Students (NLISS) Facebook group were used for the study. The population of the group was 1,807 at the time the study was conducted and the sample size for the study was 320 randomly selected respondents. The sample size was achieved using the Krejcie, R. V., and D. W. Morgan. 1970. “Determining Sample Size for Research Activities.” Educational and Psychological Measurement 30: 607–10 table for determining sample size. Data was collected from the respondents using a closed-ended questionnaire consisting of adapted scales for all the variables. The 223 responses retrieved within a period of three weeks were analysed using descriptive and inferential statistics. The findings from the investigation showed technological readiness, computer self-efficacy and E-learning adoption of the LIS students is very high. Though technological readiness and computer self-efficacy had relative contribution to E-learning adoption, computer self-efficacy had higher contribution. The study also revealed that significant relationships exist between technological readiness and E-learning adoption, computer self-efficacy and E-learning adoption, technological readiness and computer self-efficacy, while technological readiness and computer self-efficacy had joint prediction on E-learning adoption by LIS students in Nigeria. The study therefore emphasized the need to consider certain individual factors as criteria to the successful adoption of E-learning among LIS students in Nigeria.

中文翻译：

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技术准备和计算机自我效能是尼日利亚 LIS 学生采用电子学习的预测因素

该研究侧重于技术准备和计算机自我效能，作为尼日利亚图书馆和信息科学 (LIS) 学生采用电子学习的预测因素。虽然文献表明电子学习的采用是基于上下文的，但鉴于 COVID-19 大流行导致电子学习采用的需求日益增加，有必要检查尼日利亚背景下电子学习采用的预测因素。因此，该研究使用描述性相关研究设计来研究尼日利亚的一组 LIS 学生。因此，尼日利亚图书馆和信息科学学生 (NLISS) Facebook 小组中的 LIS 学生被用于研究。在进行研究时，该组的人口为 1,807 人，研究的样本量为 320 名随机选择的受访者。样本量是使用 Krejcie、RV 和 DW Morgan 获得的。1970.“确定研究活动的样本量”。教育和心理测量30：用于确定样本量的 607-10 表。使用封闭式问卷从受访者那里收集数据，该问卷由所有变量的调整量表组成。使用描述性和推理性统计分析了在三周内检索到的 223 个响应。调查结果显示，LIS 学生的技术准备程度、计算机自我效能和电子学习采用率非常高。虽然技术准备和计算机自我效能对电子学习的采用有相对贡献，但计算机自我效能的贡献更高。该研究还表明，技术准备与电子学习采用、计算机自我效能与电子学习采用、技术准备与计算机自我效能之间存在显着关系，而技术准备和计算机自我效能对尼日利亚 LIS 学生的电子学习采用有共同预测。因此，该研究强调需要将某些个人因素作为尼日利亚 LIS 学生成功采用电子学习的标准。