The purpose of this
paper is to explore is to what extent individual differences affect E.-Learning
acceptance among the students. Here individual differences were measured in terms of gender, age, educational
discipline, experience with computers, internet and E-Learning Systems (ELS),
and perceived skills of computers, internet and ELS, whereas, E-Learning
acceptance was measured in terms of attitude
and intention to use E-learning. Using a
paper-based survey, a usable sample of N=280 was collected over a period of 3
months. Application of non-parametric statistical tests revealed that female
students have more positive attitude towards E-learning as compared to male
students. While intention to use E-learning increases with the age, the
educational background could not elicit any relationship with the E-learning
acceptance. Experiences with computers, internet and ELS showed no relationship
with the E-learning acceptance. However, Perceived ELS skill was positively
related with intention to use E-learning