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The research attempted to improve our understanding of the relationships among relevant human and social contexts of e-learning acceptance. Over two decades of research shows causal associations between technological factors and e-learning, but fundamental issues remain buried on how human and social elements influence one another and can advance our understanding of e-learning acceptance decision. Also, the nature of human and social relationships are not well understood in the landscape of e-learning acceptance. A knowledge of the associations is a fundamental equation in the changing interactions between users and the e-learning system. The purpose of the study was to investigate the underlying relationships between the core human and social factors affecting the acceptance of e-learning. A survey of undergraduate students using quantitative and the qualitative strands respectively was taken from the University of KwaZulu-Natal, South Africa. The key results confirmed a significant mutual relationship between social influence (SI), Attitude (A) and perceived usefulness (PU) and acceptance of e-learning. Also, the principal results reveal an active and vigorous relationship. Ultimately, the analyses of multiple dimensions of human and social components suggest various implications for the practice of e-learning, its theoretical research and propose a further possibility of influence models of human and social factors. Overall, stakeholders should realise the criticality of monitoring possible changes in the extent and relationship of human and social factors on e-learning acceptance.

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Gbolahan Olasina (South Africa) 8549
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