Abstract: Universities round the world are transitioning to innovative and better e-mail systems with the aim of attaining improved student output and interaction than ever before. Studies have shown that this expectation usually fails since technology deployment does not necessarily lead to utilization for improved learning and teaching. To understand this failure in enhancement of student productivity and learning outcomes, this study investigates the factors in students learning that affect the adoption and diffusion of e-mail in institutions of higher learning. This was done by modelling the relationships between variables that influence e-mail use and learning, using Technology Acceptance Model (TAM). This study sampled 1092 male and female responses via a cross-sectional survey instrument. The sample drew from public and private universities students using e-mail systems in their universities in Kenya. The results show that voluntariness influences the diffusion of e-mail and its use and consequently students learning. Further Perceived Usefulness (PU), Perceived Ease of Use (PEOU) and Perceived enjoyment of e-mail systems are related to their use. The contribution of thisstudy lies in positing e-mail effects on student learning can improve if vendors develop user friendly and easy to use e-mail systems. This can minimize variations in e-mail use and consequently leverage e-mail usage as a tool that enhances student learning in an educational setup.
J. Macharia and E. Nyakwende, 2010. The Influence of E-mail on Students Learning in Higher Education: An Extension to the Technology Acceptance Model (TAM). Asian Journal of Information Technology, 9: 123-132.