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The E-learning system is a significant innovation in the education setting. It is a web-based information system that facilitates learning and teaching in which materials are processed, stored and shared (Mcgill & Klobas, 2009). Specifically, it refers to “learning technology that uses web-browsers as the primary means of interaction with learners, and the Internet or an intranet as the primary means of communication among its subsystems and with other systems” (Ngai, Poon, & Chan, 2007). Furthermore, it has been applied to support administration and communication among objects involved in learning and teaching (NurakunKyzy, Ismailova, & Dündar, 2018). It also provides users with access to it anytime and anywhere. These systems have been adopted in higher learning institutions (HLIs) to partner with traditional learning and teaching systems. HLI, in this context, means an institution that provides formal tertiary education training and ultimately awards learners with certificates, diplomas or degrees. The rate of adoption of e-learning systems has continued to grow daily. For instance, the adoption of e-learning systems in HLIs in the United Kingdom (U.K.) is 95%, while in Tanzania is 46% (Lashayo & Johar, 2017). In developing countries, the rate is 52%, compared to 49% in Africa, and worldwide the rate is 65% (Aparicio, Bacao, & Oliveira, 2016).
Students are one of the key stakeholders in the learning setting. They consistently partner with lecturers in accomplishing a cycle of learning and teaching. In some cases, they collaborate in creating learning content. With the e-learning system being adopted, then the HLIs would be interested in knowing what factors would make this big group of participants (students) have a feeling and behavior or attempt to reuse the e-learning system after first-time use (Lee, 2010; Terzis, Moridis, & Economides, 2013; Thong, Hong, & Tam, 2006).