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Distance Learning among Algerian Students: Validating the Technology Acceptance Model (TAM) through Comparative Study between Partial Least Square and Covariance-Based Structural Equation Modeling

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Title: Distance Learning among Algerian Students: Validating the Technology Acceptance Model (TAM) through Comparative Study between Partial Least Square and Covariance-Based Structural Equation Modeling
Language: English
Authors: Idrissi Mokhtar (ORCID 0000-0001-6706-7574), Youcef Souar, Benziane Roucham (ORCID 0000-0001-5389-9839), Cherifi Djelloul (ORCID 0000-0002-5855-4001), Abdelhak Lefilef (ORCID 0000-0002-2170-1872), Essia Ries Ahm (ORCID 0000-0002-5723-0718)
Source: Journal of Applied Research in Higher Education. 2026 18(5):1549-1563.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Distance Education, Foreign Countries, College Students, Intention, Usability, Student Attitudes, Technology Uses in Education, Structural Equation Models
Geographic Terms: Algeria
DOI: 10.1108/JARHE-11-2024-0636
ISSN: 2050-7003
1758-1184
Abstract: Purpose: This working paper aims to contribute to the current literature on the usage of distance learning platforms by comparing the effect of perceived usefulness on behavioral intention to use such platforms through structural equation models (PLS-SEM and CB-SEM). Furthermore, the study examined the significance role of perceived ease of use and attitude toward using technology as mediating variables within the technology acceptance model (TAM). Design/methodology/approach: This quantitative study validates the technology acceptance model (TAM) in Algeria's distance learning context by comparatively analyzing PLS-SEM and CB-SEM results. Data from 253 students at Moulay Tahar University, collected via electronic survey, were analyzed using SmartPLS 4.0 to test TAM hypotheses and evaluate methodological differences between the two structural equation modeling approaches. Findings: The results confirm that perceived usefulness significantly impacts behavioral intention to adopt distance learning. The TAM constructs explained 64.4% (PLS-SEM) and 71.8% (CB-SEM) of variance in actual usage, with comparative analysis revealing PLS-SEM's superior predictive performance over CB-SEM in this context. These findings demonstrate meaningful methodological variations between the two analytical approaches. Practical implications: The study reveals that Algerian students' positive perception of distance learning's usefulness significantly enhances their adoption intentions. These findings enable policymakers to capitalize on favorable attitudes while proactively mitigating potential systemic drawbacks of digital education implementation. Originality/value: This paper employs the technology acceptance model (TAM) model through structural equation models (PLS-SEM and CB-SEM), with mediating variables, namely, perceived ease of use and attitude toward using technology, to investigate the behavioral intention to use distance learning as an alternative to the traditional learning mode.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507706
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Distance Learning among Algerian Students: Validating the Technology Acceptance Model (TAM) through Comparative Study between Partial Least Square and Covariance-Based Structural Equation Modeling
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Idrissi+Mokhtar%22">Idrissi Mokhtar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6706-7574">0000-0001-6706-7574</externalLink>)<br /><searchLink fieldCode="AR" term="%22Youcef+Souar%22">Youcef Souar</searchLink><br /><searchLink fieldCode="AR" term="%22Benziane+Roucham%22">Benziane Roucham</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5389-9839">0000-0001-5389-9839</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cherifi+Djelloul%22">Cherifi Djelloul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5855-4001">0000-0002-5855-4001</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abdelhak+Lefilef%22">Abdelhak Lefilef</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2170-1872">0000-0002-2170-1872</externalLink>)<br /><searchLink fieldCode="AR" term="%22Essia+Ries+Ahm%22">Essia Ries Ahm</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5723-0718">0000-0002-5723-0718</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2026 18(5):1549-1563.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 15
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Algeria%22">Algeria</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JARHE-11-2024-0636
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This working paper aims to contribute to the current literature on the usage of distance learning platforms by comparing the effect of perceived usefulness on behavioral intention to use such platforms through structural equation models (PLS-SEM and CB-SEM). Furthermore, the study examined the significance role of perceived ease of use and attitude toward using technology as mediating variables within the technology acceptance model (TAM). Design/methodology/approach: This quantitative study validates the technology acceptance model (TAM) in Algeria's distance learning context by comparatively analyzing PLS-SEM and CB-SEM results. Data from 253 students at Moulay Tahar University, collected via electronic survey, were analyzed using SmartPLS 4.0 to test TAM hypotheses and evaluate methodological differences between the two structural equation modeling approaches. Findings: The results confirm that perceived usefulness significantly impacts behavioral intention to adopt distance learning. The TAM constructs explained 64.4% (PLS-SEM) and 71.8% (CB-SEM) of variance in actual usage, with comparative analysis revealing PLS-SEM's superior predictive performance over CB-SEM in this context. These findings demonstrate meaningful methodological variations between the two analytical approaches. Practical implications: The study reveals that Algerian students' positive perception of distance learning's usefulness significantly enhances their adoption intentions. These findings enable policymakers to capitalize on favorable attitudes while proactively mitigating potential systemic drawbacks of digital education implementation. Originality/value: This paper employs the technology acceptance model (TAM) model through structural equation models (PLS-SEM and CB-SEM), with mediating variables, namely, perceived ease of use and attitude toward using technology, to investigate the behavioral intention to use distance learning as an alternative to the traditional learning mode.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1507706
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        Value: 10.1108/JARHE-11-2024-0636
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1549
    Subjects:
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: College Students
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      – SubjectFull: Intention
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      – SubjectFull: Usability
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Structural Equation Models
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      – SubjectFull: Algeria
        Type: general
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      – TitleFull: Distance Learning among Algerian Students: Validating the Technology Acceptance Model (TAM) through Comparative Study between Partial Least Square and Covariance-Based Structural Equation Modeling
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