India is on the road of incorporating electronic learning and related technologies in the education system. The goal is to develop standard learning environment for the large population with resources on hand. Despite of several advantages of elearning, it would not be meaningful if leaners don't adapt to it. The factors that influence students' intensions towards using elearning systems are worth to study. This empirical study is based on revised Technology Acceptance Model (TAM) and it analyses the effect of two external factors, technology availability and self-efficacy on the behavioural intention of students to use e-learning. The responses were collected from 54 diploma engineering students and the collected data was assessed for their inclination towards using e-learning. The results of the study may be significant to educationists and decision makers to implement e-learning strategies. Keywords: e-learning, online learning, self-efficacy, behavioural intention, technology acceptance model I.INTRODUCTION There are many definitions of e-learning across available literature. Wentling et. al.[1] and Rosenberg [2] defined e-learning as the utilization of internet and related technologies to provide a wide array of solutions that improves knowledge and performance. Elearning is the term broadly used to describe instructional material or learning experience disseminated or enabled by electronic technologies [3]. In general, E-learning can be thought of as the learning process created by interaction with digitally delivered content, services, and support. It involves intensive use of information and communication technology to serve, facilitate, and revolutionize the learning process. E-learning can theoretically incorporate all the other types of learning. The government is very keen on incorporating information and communication technologies in academics. Universities along with government bodies have put steps in the direction of making Wi-Fi-enabled campuses and hence building necessary technological infrastructure for the coming era of e-learning. Availability of technology to access online learning resources plays a vital role in the process of digital learning. In addition, the young generation is regarded as digital natives. Therefore, it is crucial to reveal the effect of their computer self-efficacy (SE) on their behavioural intention (BI) towards use of e-learning systems. Technology acceptance model (TAM) is widely used for predicting user's behavioural intention to use the system [4, 5 and 6]. This paper uses revised technology acceptance model [7] and tries to examine the effect of two crucial factors technology availability (TA) and self-efficacy (SE) on behavioural intention (BI) to use e-learning. The relationship of these factors with TAM elements perceived usefulness (PU) and perceived ease of use (PEOU) is examined which influences behavioural intention (BI) that in turn leads to actual system usage.

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