This study uses the Technology Acceptance Model (TAM) as a basic theory to address the factors that affect students’ acceptance of using the OLAT (Open Learning and Training) system in an Egyptian vocational education school. System quality and self-efficacy were incorporated as an extension to TAM in the research model. The data was analyzed by Partial Least Squares (PLS). The results show that perceived ease of use is the main variable linking external variables with perceived usefulness, attitude, and system usage. Moreover, it was found that the research model explained 66% of the variance in perceived ease of use, 80% of the variance in perceived usefulness, and 81% of the variance in attitude toward using OLAT.

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Learning performance links to the future career opportunities, especially, in the vocational education field (Adams 2014). Therefore, it is not surprising that the academic achievement of students is a top concern of educators. Academic achievement is often used to refer to the knowledge obtained by students through a school program or curriculum. According to Algarabel and Dasi (2001), academic achievement is defined as "the competence of a person in relation to a domain of knowledge" (p. 46) or the proficiency of students' performance in a certain course. From the given importance of this topic in an educational context, it is necessary to do the process of exploring, assessing, and evaluating academic achievement by a particular test. AERA, APA, and NCME (AERA et al. 1999) pointed out that academic achievement tests "are measures of academic knowledge and skills that a person acquired in formal and informal learning opportunities" (p. 124). Other definition of academic achievement test can be found in the Dictionary of Education, which defines "a test that measures the extent to which a person has acquired certain information or mastered certain skills, usually as a result of planned instruction or training" (Shukla 2005). Consequently, academic achievement tests tend to measure

The majority of educational institutes have adopted some kind of technology, especially a Learning Management System (LMS), to facilitate the ways of learning in classrooms. Indeed, the investment in technology with the expectation of fostering learning relies on students’ response toward such technology. Therefore, it is essential not only to predict students’ behavior toward a LMS but also to grasp how students make a decision to use a particular system. This chapter explores the potential factors that have the most significant influence on the adoption of LMSs in Egypt as well as the relationships between these factors. The proposed model extends the Technology Acceptance Model (TAM) to include self-efficacy and system quality, with the expectation that they significantly shape the use of LMS. The data shows that most of the causal relationships between technology acceptance factors are well supported. The results also indicate that the system quality has a direct effect on perceived ease of use and perceived usefulness. One interesting observation is the strong influence of perceived ease of use on LMS usage, much stronger than the influence of perceived usefulness on the use of LMS.