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Streaming e-Learning systems have become widely available lately. Web-based streaming media, due to its low production cost, are generally the most popular way of providing e-learning services. However, considering the many different media formats (text, graphics, audio, video, and animations) that can be integrated into a streaming e-learning, how should a cost-effective streaming media system be implemented in the web? This study proposes an integrated theoretical framework for users’ acceptance behavior on web-based streaming e-learning. This study considers the e-Learning systems user as both a system user and a learner. Constructs from information systems (Technology Acceptance Model) and Human Behavior and Psychology (Flow Theory) are tested in an integrated theoretical framework of online e-learning users’ acceptance behavior. The data collected from our experiment show significant evidence in support of our hypothesis. The analytical results confirm the dual identity of the online elearning user as a system user and a learner, since both the flow and the perceived usefulness of the e-learning system strongly predict intention to continue using e-learning. The study provides a more rounded, albeit partial, view of the online e-Learning user and significantly improves understanding of e-learning user acceptance behavior on the Web. The validated metrics should be valuable to both researchers and practitioners.

APPLYING THE TECHNOLOGY ACCEPTANCE MODEL AND FLOW THEORY TO ONLINE E-LEARNING USERS ACCEPTANCE BEHAVIOR