Empirical Testing of Resistance and Misuse Factors Contributing to Instructors’ Use of E-Learning Systems in Saudi Arabia

The purpose of this study was to conceptually replicate the model proposed by Bhatnagar, Madden, and Levy (2016) in a new context of e-learning systems usage and to examine the underlying resistance, misuse, and computer selfefficacy constructs that may contribute to instructors’ usage of e-learning systems in Saudi Arabia. For this study, the original instrument was adapted, the Institutional Review Board (IRB) approval was obtained, data from 187 instructors that use e-learning systems were collected, and the model was analyzed using the Partial Least Squares (PLS). This study demonstrates higher overall model predictability than the original model and has stronger relationships between the constructs. The results show that computer self-efficacy and resistance to use the system contribute significantly to system usage, which are contrary to the original study’s results that were in the context of secured medical teleconferencing. Additionally, computer self-efficacy appears to demonstrate a significant positive impact on ethical severity of misusing the systems, which is also a contrary to the original study’s results. The results of this study indicate that context matters in IS usage, especially when there is a difference between IS used for exchange of private and personal information like medical teleconferencing, compared with an IS used as a productivity tool. However, both studies indicate that the ethical severity of misusing the systems has no significant impact on system usage, which may suggest that such relationship may be mediated by another construct and may call for further research. Discussions and conclusions are provided.