IAETSD JOURNAL FOR ADVANCED RESEARCH IN APPLIED SCIENCES, VOLUME 4, ISSUE 2, JULY /2017

ISSN (ONLINE): 2394-8442

ANALYSIS IDENTIFYING THE INFLUENTIAL FACTORS IN THE USE

OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE
MOROCCAN MINISTRY OF EDUCATION
Atoubi el Mustafa [1], Jahidi Rachid [2], Lebzar Bouchra [3]
[1, 2]
Laboratory SIAD, Hassan 1er University Morocco, [3] Laboratory L-QUALIMAT, Cadi Ayyad University Morocco
[1]
atoubi2001@yahoo.fr, [2] rachidjahidi63@gmail.com, [3] b_lebzar@yahoo.fr

ABSTRACT.

This paper proposes a scientific study applied on the use of e-learning in teachers training service offered
by the Ministry of National Education in Morocco (MNEM). A conceptual model, based on the Unified Theory of
Acceptation and Use of Venkateshs Technology (UTAUT) (2003) / (2008), it has been developed and tested, using a
quantitative methodology. Many techniques of structural equations have been used in order to analyze the data
collected from a sample of 256 teachers who are already active on the online learning system Collab. The results
show that using e-learning is influenced by the intention of adopting e-learning technology and also by the
facilitating conditions, while the effect of the expected behaviour variable on use is not significant.

KEYWORDS Adoption of e-learning, Moroccan context, Model UTAUT, Structural quations.

I. INTRODUCTION
For ten years the distance learning division affiliated to the Moroccan national Ministry of education has implemented a Life-long learning
system named Collab, which Dedicate to develop the teachers online training. However statistics recorded until the end of September 2015,
show a very low enrolment (16.02%), and a very high rate of dropouts (94.83%) [1-5]. These numbers pushed us to think about reasons that
hindering the use of e-learning today. In the face of this observation, it may be thought that users are not able to accept e-learning as a way to
learn, which leads us to wonder what motivates teachers to engage in the "digital" learning process. More precisely, it is a matter of
understanding the attitudes of teachers towards this educational system, their motivations and brakes in order to identify factors that could
accelerate the adoption of this technology.

The purpose of this article is to study factors that influence the acceptance and the use of e-learning teachers. In order to answer our research
question, we formulate answering hypotheses on the research question and develop an explanatory model based on the unified theory of
acceptance and use (UTAUT) Venkatesh (2003) / (2008) technology. Empirical studies, conducted among 256 teachers who are already active
on the online learning platform "Collab" of the MNEM (Collabiens), make us able to identify the most significant factors in the acceptance of e-
learning. First we present the Unified Theory of Acceptation and Use of Technology (UTAUT) which has been developed to understand the
behavior of individuals in the face of a technology. Then we offer our hypothetical model which the foundations are based on the UTAUT model
of Venkatesh.

The results of a quantitative study will be discussed in order to validate or refute the different hypothesis of our model. This article has a
double interest. On the academic level, it helps to validate the UTAUT model in a particular context and also enrich the conditions of acceptance
knowledge and use of e-learning. Secondly and on the managerial level, it offers action levers for a successful implementation of e-learning in
continuing education chances of success.

II. LITERATURE REVIEW

In the face of a set of scattered theories [6-14], Venkatesh et al (2003), point out that empirical studies carried out on the adoption of
technologies are often summed up in choosing a model by largely ignoring the contribution of parallel research. In order to respond to the
dispersion of research on the adoption of technologies, they carried out a synthesis of the main models of individual ICT acceptance to emerge a
unified theory of acceptance and use of technology (UTAUT).

To Cite This Article: Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE
INFLUENTIAL FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE
MOROCCAN MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences ; Pages: 95-108
96. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

A. Unified Theory of Acceptation and Use of Technology (UTAUT)

UTAUT is then the result of empirical and conceptual similarities between six adoption models namely:

The theory of reasoned action (TRA) (Ajzen and Fishbein, 1975).

The theory of planned behavior (TPC) (Ajzen, 1991).
Social cognitive theory (Bandura 1989, Compeau and Higgins 1995).
The theory of the diffusion of innovations (Rogers, 1962).
The theory of interpersonal behavior (Triandis, 1980).
The Technology Acceptance Model (TAM) (Davis 1989, Davis et al 1989).

Each model tries to predict the behavior of users using a variety of independent variables. A unified model was created based on similarities
conceptual and empirical of these six models. The intention to adopt a technology and its use are therefore considered as dependent constructs
and the UTAUT (2003) is interested in their determinants [15-20]. The model of UTAUT (2008) has also been enriched with new constructs that
resides in the integration of a new variable which is the behavioral expectation to respond to particular contexts. After this synthesis, the
UTAUT (2003/2008) finally retains:

Three direct determining elements of intention: the expected performance, the expected effort and social influence.
Two direct determining elements of behavioral expectation: social influence and facilitating conditions.
Three direct determining elements of use: the facilitating conditions and the expected intention and behavioral expectation.
Four moderating variables: gender, age, experience and voluntariness of use.

B. The UTAUT model in the field of e-learning

Since the release of UTAUT in 2003, researchers, more and more, held him to explain the adoption of new technologies in General and in
particular e-learning. The UTAUT is positioned as the model has the best coefficient of determination (R) of use of technology. The model was
used in the academic world to explain the determinants of adoption of e-learning in different contexts (Marchewka and al., 2007, Marchewka,
Liu & Kurt, 2007, Chang & Tung, 2008, Lassoued, 2010).

III. ADAPTATION OF THE UTAUT MODEL AND RESEARCH HYPOTHESES.

The purpose of this part is to detail the seven variables knowing that the choice of those in this article context is strongly inspired by the
UTAUT model of Venkatesh et al (2003/2008) namely the expected performance, the expected effort, the social influence, the facilitators
conditions, the expected behavior, the intention and the use. However, the final objective of our research is to determine the success factors of
integrating e-learning into the pedagogical practices of the Moroccan Ministry of National Education teachers.

A. The performance expectancy (perceived usefulness)

Venkatesh and al, (2003) defined the performance expectancy by the degree to which the user expects that using the system will help him or
her to attain gains in job performance. The performance expectancy construct consists of four criteria: the perceived usefulness, the extrinsic
motivation, the job fit, and the relative advantage.

Perceived usefulness is defined as the extent to which people believe that using a new technology can improve their job performance
Extrinsic motivation is the motivation of the person
The Job fit is the extent to which an individual believes that using a technology can enhance the performance of his or her job.
The relative advantage is "the degree to which an innovation is perceived as offering a superior advantage to practice what she Supplants".

On the other hand, several studies on the adoption of the technology showed that the concept of the perceived usefulness had a very powerful
predictive power and that it had proven its robustness in the explanation of the behavior of use across many studies. Based on a large number of
empirical studies carried out later (Chang & Tung 2008, Lassoued, 2010) [21-26], Research shows that perceived utility is the main determinant
of intent to use a system. But more specifically, the perceived usefulness of the useful rest e-learning among teachers, when the latter has
advantages compared to other types of training including face-to-face training. In conclusion, e-learning can be accepted by a teacher if he
believes that the use of this technology will help him get these teaching practices performance gains. Finally, we have retained the only variable
perceived usefulness ' as determinant of the intention to use e-learning by teachers. The hypothesis that follows is presented as follows:

Hypothesis1: The Perceived usefulness will have a significant influence on behavioral intention

B. Effort Expectancy (perceived ease of use)

Venkatesh and al, (2003) defined the effort expected by the degree of ease associated with the use of the system. Three variables from
theory to measure the effort expectancy:
The perceived ease of use: the perceived ease of use refers to the degree to which people believe that using a technology would be free of
effort. (Davis. 1989).
The complexity: that complexity is the degree to which an innovative technology is identified as relatively difficult to use and understand
(Thompson et al. 1991).
The ease of use: in comparison to the perceived ease of use, the ease of use is defined as the degree to which using an innovative
technology or product is identified as being difficult or easy to use (Moore et Benbasat (1991).
97. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

In a study done by Birch (2009) on the acceptability of ICT from a public of 82 students engaged in a course of professionalization in the
teaching profession, the perceived ease of use is also the only factor for which a significant relationship could be established with the intention to
use ICT in the classroom. The perceived ease of use seems to us so the main factor of the intention of teachers to participate in training in e-
learning. We offer the hypothesis:
Hypothesis2: The perceived ease of use will have a significant influence on behavioral intention

C. Social Influence
Venkatesh and al, (2003) defined social influence as the degree of importance being recognized by others to use a novel technology. They
show that the social influence is a built in direct connection with the intention. In 2008, Venkatesh and Bala show that social influence is a
determinant also of the behavioral expectation. We offer the hypothesis:

Hypothesis3: social influence will have a significant influence on behavioral intention

Hypothesis4: social influence will have a significant influence on behavioral expectation

The social influence construct consists of three variables: the subjective norm, the social factor, and the image. We will therefore take these
formulations to refer more directly to persons or groups of persons who may have a social influence on teachers in order to use e-learning. We
believe that colleagues are the most likely to influence teachers, i.e. teachers who think their colleagues would participate in an e-learning device
are more supportive of e-learning than others [27-30]. However, other elements can influence teachers in order to use e-learning in particular the
hierarchical role of principals and even educational inspectors. We offer the hypothesis:

Hypothesis3-a: Influence of colleagues will have a significant influence on social influence

Hypothesis3-b: Influence of superiors will have a significant influence on social influence
Hypothesis3-c: self-image will have a significant influence on social influence.

D. Facilitating Conditions
Venkatesh et al, (2003) defined the conditions facilitators by the degree to which an individual believes that an organizational and technical
infrastructure exists to support the use of the system. Venkatesh and Bala in 2008, specify that the facilitating conditions are determinants of the
expected behavior. Facilitating conditions are therefore decisive factors of the expected teachers behavior. The hypothesis is proposed as
follows:

Hypothesis 5: Facilitating conditions have a significant influence on expected behavior.

Hypothesis 6: Facilitating conditions have a significant influence on the use of e-learning.

This determinant is measured using three constructed, which are the following:

The facilitating conditions: Thompson et al (1991) define them as "the objective factors that facilitate the adoption of technology such as
organizational support and technological infrastructure."
Compatibility regroup appropriate elements between the individual's work style and the use of technology. Moore and Benbasat (1991)
define it as "the degree to which innovation is perceived to be consistent with the existing values, needs and past experiences of potential
users".
The control of perceived behavior, Ajzen (1991) defines it as "the degree of facility or difficulty represented by the conduct of behavior for
the individual". Therefore, we will take up these formulations to highlight the need of "technical support" factor in understanding the e-
learning. This leads us to propose the following hypothesis:

Hypothesis 6-a: Technical support has a significant influence on the facilitating conditions.

In addition, the third constructed the "compatibility" of Moore and Benbasat which allows measuring the facilitators conditions was presented
as a determinant variable. According to the studies of Venkatesh et al. (2003), the compatibility between the tasks to be performed and the
technology used is regarded as having a direct use influence. Indeed, in our case the teacher thinks that compatibility with the pedagogical
promote the use of e-learning. That's why we put this hypothesize as follows:

Hypothesis 6-b: That compatibility combined to work will have a significant influence on facilitating conditions.

Among the builts that allow to measure facilitating conditions, we found the perceived behavior control. For this purpose, we consider the
influence of resources availability and knowledge is essential for the use of e-learning, similarly, when the MNEM services demonstrate a clear
commitment to e-learning and support strongly the use of this technology, the teachers will be automatically encouraged to use e-learning. This
brings us to propose the following two assumptions:

Hypothesis 6-c: the perceived behavior control will have a significant influence on facilitating conditions.
Hypothesis 6-d: Central service involvement has a significant influence on facilitating conditions.

E. Behavioral Intention

Fishbein and Ajzen, (1975) have defined Behavioral Intention by the subjective probability that a person adopts the conduct in question. It is
an indicator that measures the degree of acceptance of the system. When a teacher expresses its intention to use e-learning, this indicates that the
behavior expected and its use in this technology is positive and that he considered an acceptable means in the context of training continues. This
brings us to propose the following hypothesis:
98. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

Hypothesis 7: the behavioral intention has a significant influence on expected behavior.

Hypothesis 8: The intention to adopt e-learning is a positive influence on the use of e-learning.

F. Expected Behavior

The researches on expected behavior (Venkatesh et al. 2008) has make us able to identify this intermediate determinant between the primary
intent to use the system and the actual use that is being made of it [31-40]. The model of UTAUT (2008) has been enriched by the constructed
"expected behavior" to respond on particular contexts, and this context is ours, since we are trying to explain enabling factors of e-learning
device use. Subsequently we consider that the actual use of e-learning is conditioned by the influence of the behavior expected from teachers
towards this technology, so we propose other hypothesis:

Hypothesis 9: The expected behavior positively influences the use of e-learning.

G. Mediator Variable

The UTAUT model holds four moderating variables: gender, age, experience and voluntariness of use. For the sake of context namely: a
population of homogenous teachers, who had the same formation, we chose to exclude the moderating variables: experience and voluntariness of
use. We have kept the variable age and gender moderator. According to Lu, Yu, & Liu, 2009; Venkatesh et al., (2003) Age and gender, were
tested to moderate the linkages between the perceived usability, the perceived usefulness, social influence and facilitating conditions. We also
expect that age and gender will moderate the relationship between:

Social influence and behavioral intention

Social influence and expected behavior
Facilitating conditions and expected behavior
Facilitating conditions and use.

Moreover, our research model may be presented by the following figure:

Fig.1: The model of research

IV. EMPIRICAL STUDY

In order to test the hypothesis and validate the research model, we will represented our achieved rsulta in two axes:

First axis is to describe the statistical properties of each built in the model in terms of factorial structures and reliability in order to develop
a stable factor structure.
Second axis is to validate the model of measurement and check of the construct psychometric qualities, prior to the statistical tests in order
to confirm or disprove our research hypotheses.

The confirma tory factoriel analysais of the research model was performed through structural equation modeling using the PLS method. Sosik &
Al (2009) specify that PLS method works better in practice, because data collected from the terrain used in modeling are never perfect and are
often highly correlated." The construction of the model, the evaluation of the mea surement model and the evaluation of the structural model are
carried out on the basis of the graphical interface and validation techniques of the Smart software PLS 2.0.

A. METHODOLOGY

Our researchs questionnaire was developed from a synthesis of research about the adoption of information systems. Used items have been
drawn in the literature including the work of Venkatesh and al, (2003) and (2008). Changes were made to selected items in order to adapt them
to the context of the adoption of e-learning among teachers of the Moroccan national education Department. The constructs and items that used
to assess each variable are summarized in the table below:
99. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

TABLE 01: THE CONSTRUCT AND THE SELECTED ITEMS

Construits The items SOURCE

S
UP1: I think that e-learning is useful for my work in the classroom
Perceived UP2: I think that use of the Collab platform will help me accomplish my tasks in Venkatesh
Perceived the classroom in a bandter way
usefulnes and
usefulness UP3: I think the use of platform Collab makes my job easier,
s al.(2003)
UP4: I think that the use of e-learning can increase my educational productivity.
FUP1: It will be easy for me to learn to use the Collab platform for my classroom
practice:
Perceived FUP2: I found the - platform Collab easy to use for my classroom practices Venkatesh
Perceived
ease of and al.
ease of use FUP3: I have difficulties in the use of the Collab platform.
use (2003).
FUP4: I think it will be easy for me to become proficient in the use of the Collab
platform.
IC1: The majority of my colleagues use the Collab platform for e-learning. Schillewa
Influence of
ert and Al
Colleagues IC2: Most of my colleagues are present and active on the Collab platform.
(2001)
IS1: I'm always encouraged by my superior hierarchical direct (pedagogical
Venkatesh
Influence of Inspector, Director of the school) to use the Collab platform.
and
Superiors IS2: My superior hierarchical direct (pedagogical, Director of the school inspector)
The al.(2008)
is convinced of the benefits of the training remotely.
social ISOI1 : In my work, teachers who use the Collab platform for e-learning have
influence more prestige than those who do not use it.
ISOI2: In my work, teachers who use the Collab platform for distance learning Venkatesh
Self-image have a good image. and
ISOI3: Use the Collab platform for e-learning is professionally rewarding al.(2008)
ISOI3: I think that using the Collab platform for e-learning gives me a bandter
chance to improve my teaching skills.
AT1: Active colleagues on the Collab platform are always available to help those
in need Venkatesh
Technical AT2: division e-learning of the Department has a service ready to help if needed. and
assistance
AT3: The necessary instructions for the proper use of the Collab platform are al.(2008)
available to me.
CAT1: I think that the teaching content of the Collab platform is adapted to the
nature of my work in the classroom. Venkatesh
Compatibilit CAT2: I think the use of the Collab platform fits with my style of teaching. and
y
CAT3: I think the Collab platform offers features that I need for my teaching al.(2008)
Facilitati
duties.
ng
CPC1: I could master the use of the Collab platform
condition
s Perceived CPC2: I think I have the resources to use the Collab platform. Venkatesh
behavior CPC3: I think I have the necessary knowledge to use the Collab platform. and
control al.(2008)
CPC4: I think the use of the Collab platform will allow me to improve or continue
to improve the quality of my work in the classroom.
The ISC1: The central services of the Ministry grant a special interest in e-learning.
involvement ISC2: The central services of the Department are clear and remarkable Venkatesh
of the commitment to e-learning. and
central ISC3: The use of e-learning is strongly supported and recommended by the al.(2008)
service Department's services.
CA1: I expect to use the Collab platform soon.
CA2: I'll use the Collab platform soon. Venkatesh
Expected Expected
and
behavior behavior CA3: I'll probably use the platform Collab soon.
al.(2008)
CA4: I'll use the Collab platform soon.
INT1: I intend to use the Collab platform soon.
Venkatesh
Intention Intention INT2: I plan to use the platform Collab soon. and
INT3: I planned to use the platform Collab soon. al.(2008)

Duration use1: On average, how many hours a week do you use the Collab?
Venkatesh
USE Frequency use2: How often do you use the Collab? and
use2: How do you evaluate the intensity of your use of the Al-platform? al.(2008)
Intensity
100. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

The survey is based on the questionnaire. The latter was dissmintes to 320 active teachers on the Collab platform throughout the national
territory. Based on 320 questionnaires distributed, we collected 262 replies. Among those 6 proved to be invalid, as these respondents failed to
answer more than 50% of the questions. The descriptive statistics of the final sample are summarized in the table below:

TABLE 02: COMPOSITION OF THE FINAL SAMPLE BY GENDER.

Number of questionnaires Number of Number of valid Frquence in

Features Genre
distributed surveys collected questionnaires workforce
Men 178
Collabiens 320 262 256
women 78

TABLE 03: COMPOSITION OF THE FINAL SAMPLE BY AGE

Features Number of valid questionnaires Age Frquence Percentage

Less than 25 years 44 17%

25 to 34 years 87 34%
Collabiens 256
From 35 to 50 years 85 33%
more than 50 years 40 16%

B. Validation of measuring instruments.

The objective of This paragraph is to validate the mea surement scales, as well as to purify the measuring instruments using the two techniques
"factor analysais and internal reliability test" To do This, certain criteria have been identified during the rsulta analysais, namely:

Kaiser Meyer Olkin (KMO) index which must be greater than 0.5
Review of factorial contributions and communities who must be greater than 0.5
The Cranachs alpha coefficient, which must be greater than 0.6

We submitted the scales to the factor analysais and based on rsulta, items will be eliminated in order to improve the measure tool and then we
tested the internal reliability of scales. To test the mea surement scales, explora tory factoriel analysais of the collected data was conducted. The
rsulta of the analyses are grouped for each variable in the following table:

TABLE 04: SUMMARY OF THE RESULTS OF THE VALIDATION OF MEASURING INSTRUMENTS:

Scale of variables Number of KMO P,V % of Alpha Change

items variance Cronbach
The Perceived usefulness 3 0,723 2,632 87,738 0,922 Deleting item 1
The perceived ease of use 3 0,636 1,736 57,856 0,631 Deleting item 3
Influence of colleagues 2 0,5 1,834 91,678 0,909 No changes
Social
Influence of superiors 2 0,5 1,68 84,008 0,81 No changes
Influence
Image 3 0,66 2,1 69,963 0,779 Deleting item 4
Technical assistance 3 0,687 2,432 81,056 0,876 No changes
Compatibility with work 3 0,616 2,15 71,682 0,781 No changes
Facilitating
the perceived behavior
conditions 4 0,812 3,077 76,961 0,892 No changes
control
The involvement of the
3 0,7 2,481 82,712 0,888 No changes
central service
Expected behavior 3 0,619 2,301 76,689 0,844 Deleting item 1
Intention 2 0,5 1,516 75,799 0,68 Deleting item 3
use of e-learning 2 0,5 1,677 83,834 0,803 Deleting item 1

C. The validation of the measurement model

Formel and Larcker indicated that "after the exploratoire factor analysais, it is recommended to validate the mea surement model. The use of
This method is justified on the one hand by the complexity of the model that proposed in the research and on the other hand by the fact that This
method allows to explain the causal links between the different constructed by allowing to assess the adequacy of the model studied in the data.
Our research model is characterized by two types of construction: formative and rflexive. We are relying on Urbach and Ahlemam (2010) work
which introduce two different steps to verify the validity and reliability of the scales mea surement of the built.
101. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

1) Reliability and validation of the rflexive measures:

Several mthodes offer the possibility to assess the reliability of a measuring instrument. Nunnally, Bernstein, Fornell and Larker specify that
the key indicators for the validation of the constructed reflective are (loading > 0.70), the reliability of the construct (CR > 0.7) and convergent
validity (AVE > 0.5). In the table below, we summarize the rsulta of reliability and convergent validity of the mea surement model:

TABLE 05: RESULT OF RELIABILITY AND CONVERGENT VALIDATING THE MEASUREMENT MODEL:

Fiabilit Cronbachs
Construits Items Loading AVE
Composite (CR) Alpha

The perceived ease of use1 0,82831

The perceived
0,561145 0,792239 0,626595
ease of use The perceived ease of use2 0,710069
The perceived ease of use4 0,70224
The Perceived usefulness 2 0,904305
The Perceived
The Perceived usefulness 3 0,95581 0,877114 0,955357 0,929696
usefulness
The Perceived usefulness 4 0,948684
Influence of Influence of colleagues 1 0,96185
0,916581 0,956474 0,909228
colleagues Influence of colleagues 2 0,952894
Influence of Influence of superiors 1 0,921397
superiors Influence of superiors 2 0,911583 0,839978 0,913028 0,809638
Image 1 0,748584
Image Image 2 0,89048 0,695052 0,871826 0,784296
Image 3 0,855466
Technical assistance 1 0,841907
Technical
Technical assistance 2 0,936758 0,810393 0,927512 0,881924
assistance
Technical assistance 3 0,919161
Compatibility with work 1 0,856135

Compatibility
Compatibility with work 2 0,886589 0,710707 0,880247 0,796392
with work

Compatibility with work 3 0,783016

the perceived behavior control 1 0,878171
the perceived the perceived behavior control 2 0,898966
behavior the perceived behavior control 3 0,89435 0,76703 0,929363 0,898959
control
the perceived behavior control 4 0,830022
The involvement of the central service 1 0,875714
The
involvement The involvement of the central service 2 0,940735
0,826446 0,934527 0,894689
of the central
service The involvement of the central service 3 0,90966

Expected behavior2 0,751652

Expected
Expected behavior3 0,919333 0,766612 0,90707 0,842398
behavior
Expected behavior4 0,94323
Intention1 0,845028
0,756713 0,861415 0,680729
Intention Intention2 0,894066
duration 0,825376
use 0,815159 0,897543 0,807162
frequency 0,974203

The results of Table 05 show the reliability and convergent validity of the measurement model. Discriminant validity is also verified using the
Fornell and Larcker rules which suggest that the proportion of variances extracted for each construct should be greater than the square of its
correlation coefficients with other constructed of our research model. The main indicators for the discriminatory validity of the model rflexive
constructed can be summarized in the following table:
102. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

TABLE 06: RESULT OF THE DISCRIMINATORY VALIDITY:

The rsulta of table 06 show that the Ave (diagonal) values are greater than the squares of the correlations between constructed (off-diagonal),
which explains that the factoriel weight of an indicator on a given built is superior to all its factoriel weights on the other built and which allows
to lead at a discriminating validity between the different built.

2) The reliability and validity of the formatives constructs

To study the reliability and validity of the training construct, we have established an alternative approach in two steps (the validity of the items
related to each built and the review of multi collinearity) since the average variance extracted or the Cronbachs alpha are useless in This case.
Because PLS is enable to calculate those factors, we have we used the SPSS software for this purpose. Indicators of contributions are significant
compared to their built, when their statistical values evaluated through the T-Student they are superior to 2.58, and for the validity of the items
relating to each of the construct, the contributions values of items must be above the threshold of 0.2 recommended by Chin (CHIN, W.W,
Issues and opinion on structural equation modeling , in MIS Quarterly, vol.22, n1, 1998, p.56). The validity of the items, relative to each of the
constructed through the bootstrap resampling technique of the Collabiens model, are well above the 0.2 threshold since they vary between 0.651
and 0.962. Similarly, the indicators show significant contributions in relation to their built, that is, their values of the T-student obtained are
greater than 2.58 with the exception of the items of the constructed technical assistance, which prompted us to re-examine the validity of the
items relating to each of the Collabiens models and to achieve the following results:

TABLE 07: PSYCHOMETRIC PROPERTIES OF THE FORMATIVE MEASUREMENT SCALE

103. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

The previous table shows results after the deletion of the technical assistance builds, the relevance of our indicators and their validity in relation
to the buildings to which they are attached. To examine the multi collinearity between the indicators of the variables, we calculated the values of
high heat (the variance inflation factors). The main results of the review of multi- collinearity between the variables indicators are summarized in
the table below:

TABLE 08: OUTCOME OF THE REVIEW OF MULTI-COLLINEARITY:

Dpendent variables
The
involvement
Influence of Influence of Compatibility The perceived
Image of the
colleagues superiors with work behavior control
central
service
Variables. Independent VIF VIF VIF VIF VIF VIF
Influence C1 3,277
Influence C2 3,277
Influence S1 1,861
Influence S2 1,861
Image 1 1,592
Image 2 2,064
Image 3 1,606
Compatibility 1 2,764
Compatibility 2 3,018
Compatibility 3 1,315
ControlPC1 2,751
ControlPC2 3,561
ControlPC3 3,787
ControlPC4 1,827
Involvement CS1 2,081
Involvement CS 2 4,383
Involvement CS 3 3,674

The previous table shows that all high heat values are lower than 5 which prove the absence of multi- collinearity. So, our model of
measurement is reliable. The structural model test is illustrated by the following figure

Fig02: Structural model to test links:

104. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

The results prove that the reflexive and formative measures meet the recommended criteria of reliability and validity. The results of the
structural model will be presented in the next paragraph and therefore the research hypotheses will be tested.

D. The valuation of the structural model

Under the PLS method, the structural model is evaluated based on the predictive relevance of the latent variables. The quality of the global
model can be estimated by observing the coefficients of determination (R2). Falk & Miller (1992) suggest that a "good model" obtained by PLS
regression must be greater than 0.1 coefficients of determination. In our case we use the bootstrap, as it provides two key measures of the
structural model: The value of the t-Student and the R value. We calculated the R by the procedure of bootstrap associated with the ultimate
dependent variable in our model, we get a coefficient R= 0.132 (>0.1), indicating that 13.20 %, this indicates that 13.20% of the variation in the
usage variable can be explained by the constructed used in the model. Thus, our structural model is illustrated by the following figure (Fig. 03):

Fig. 03 Structural links of the model tested (using the software Smart PLS)

The predictive model significance can also be appreciated by the coefficient Q of Stone-Geisser. This coefficient is developed through the
Smart PLS procedure (Blindfolding). In our model, the coefficient Q of stone-geisser is equal to 28.54%, this coefficient associated with all the
variables is greater than 0.1 recommended by Hair (2013). GoF is another tool which was used to verify the overall quality of the model. This
index is obtained on the basis of the average for the various built of the explained variance (R) and index the commonality:

GoF=MOYENNE(R2) x MOYENNE (communality)

According to the results, the GOF index of the model is very satisfactory (Gof = 61.08%) because its value is well above the recommended
threshold of 30%. This leads us to say that all the criteria for the evaluation of the structural model are satisfactory. We will therefore proceed to
the tests of the research hypotheses by evaluating the significance of the standardized coefficients according to the procedure bootstrapping
under SmartPLS. These tests will be the subject of the following point.

E. Evaluating the research hypotheses:

The next step is to test the hypotheses of research. To verify our assumptions, we calculated the correlation coefficients between the variables
and their level of significance (by the T-student) using the bootstrap technique computed by the PLS method. The main results of the hypothesis
tests (at level 5%) are summarized in the table below. They show that eleven postulated assumptions were confirmed while only four were
reversed.
105. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

TABLE 09 THE RESULT OF THE TEST OF HYPOTHESES

Hypoth Description Original T Result

esis Sample Statistics
H1 The Perceived usefulness will have a significant influence on behavioral intention -0,05429 0,933995 Reversed
H2 The perceived ease of use will have a significant influence on behavioral intention 0,102218 1,655706 Reversed
H3 social influence will have a significant influence on behavioral intention 0,615027 7,462478 Confirmed
H3-a Influence of colleagues will have a significant influence on social influence 0,460286 20,78731 Confirmed
H3-b Influence of superiors will have a significant influence on social influence 0,43061 18,673297 Confirmed
H3-c self-image will have a significant influence on social influence 0,321507 8,427712 Confirmed
H4 social influence will have a significant influence on behavioral expectation 0,39257 4,454649 Confirmed
H5 Facilitating conditions will have a significant influence on expected behavior 0,321021 4,331017 Confirmed
H6 Facilitating conditions will have a significant influence on the use of e-learning 0,194922 3,232515 Confirmed
H 6-b That compatibility will have a significant influence on facilitating conditions 0,328861 18,085715 Confirmed
H6-c the perceived behavior control will have a significant influence on facilitating 0,523499 21,348886 Confirmed
conditions
H6-d The involvement of the central service will have a significant influence on 0,374094 17,975949 Confirmed
facilitating conditions.
H7 the behavioral intention will have a significant influence on expected behavior 0,088742 1,33208 Reversed
H8 The intention to adopt e-learning is a positive influence on the use of e-learning 0,228899 4,326178 Confirmed
H9 The expected behavior positively influences the use of e-learning -0,10438 1,737536 Reversed
R : (use) 13.20%

F. The test of the moderating effects of the age

The test of age moderator effects is suitable for PLS regression models and that is available in the smart software PLS. The relationship between
an X variable (independent) and a variable Y (dependent) will be tested by constructing a multiplicative variable (X * age). This new variable
represents the interaction effect between the moderator variable and the independent variable. Here are the regression equations:

Model 1: Y = a + b1.X + b2. Age

Model 2: Y = a + b1X + b2. age + b3.(X* age).

We consider that there is a moderating effect when the following conditions are met:

The coefficient of determination (R) of the second regression is greater than the first ones (no moderating effect).
The regression coefficient b3 is significant

TABLE 10: THE RESULTS OF THE EFFECT OF THE VARIABLE MODERATOR AGE

Model with age effect

Hypothesis The structural coefficient T Statistics
social influence* age -> Intention _0.110 1.166
social influence * age ->expected behavior 0.217 3.385
Facilitating conditions * age -> expected behavior 0.241 4.013
Facilitating conditions * age -> Use 0.321 0.270

So we notice that the age moderator variable has an effect on the relationships "social influence-> expected behavior" and (conditions
facilitators-> expected behavior) but that this effect is not significant when it comes to relationships (social influence-> Intention) and
(conditions facilitators-> expected behavior). To verify the moderating effect of the genus variable, the bootstrap technique was used (Hayes, A.
F. (2013). The examination of this effect on the said relations are summarized in the table below:

TABLE 11: THE RESULTS OF THE EFFECT OF THE MODERATOR GENDER VARIABLE

Model with gender effect

Hypothesis The interaction coefficient Probability
social influence* gender -> Intention 0,1097 0,2445
social influence * gender ->expected behavior -,2695 0,0426
Facilitating conditions * gender -> expected behavior -,3583 0,0027
Facilitating conditions * gender -> Use 0,1939 0,0774
106. Atoubi el Mustafa, Jahidi Rachid and Lebzar Bouchra,. ANALYSIS IDENTIFYING THE INFLUENTIAL
FACTORS IN THE USE OF E-LEARNING AMONG TEACHERS. IN THE CASE OF THE MOROCCAN
MINISTRY OF EDUCATION. Journal for Advanced Research in Applied Sciences; Pages: 95-107

We note that there is a lack of moderating effects of the gender variable at the level of relationships (social influence-> intention) and
(facilitators conditions-> use) but the presence of moderating effects at the level of relationships (social influence->expected behavior) and
(conditions facilitators-> expected behavior) at level 5%. These results invite us to explore the sense of moderation by studying the slope of the
curves of "social influence" by contribution to "expected behavior" and the one of "facilitators conditions" by contribution to "expected
behavior". SO WE SEE A DECREASING EFFECT OF THE "SOCIAL INFLUENCE" ON ONE SIDE AND THE "EXPECTED BEHAVIOR" IN THE OTHER, ON THE
EXPECTED BEHAVIOR WHEN IT COMES TO THE FEMININE GENDER CONTRARY TO THE MASCULINE GENRE.

V. DISCUSSION ON THE RESULTS OF RESEARCH

Our main hypothesis was that the three variables " intention ", "facilitators conditions" and "expected behavior" of the UTAUT model are
able to explain the "use" of e-learning in Collabiens. Our model explains 13.20% of the variable usage variance. Falk and Miller (1992), point
out that a good model, by PLS regression, must have a coefficient of determination greater than 10%. As our study deals with human behavior
(practicing teachers in men), the value of 13.20% is considered an acceptable result (hair, Hult, Ringe & Sarstedt, 2014).

The results of the empirical study enabled us to identify two factors that explain the use of e-learning: the intention to adopt e-learning and the
facilitators conditions. These results are consistent with those of several authors, among which one can cite: Al Awadhi and Morris (2008), Wu,
Tao and Yang (2007), Lui and Lu (2007), Sumak, Polancic and Hericko (2010) and Kasse, Moya and Nansubuga (2015).The links between the
expected the adoption behavior of the E-Learning and the use are not significant here contrary to the literature (Jawadi.) (2014)).

Social influence encompasses several dimensions: "Self-Image", "the influence of colleagues" and "the influence of superiors". It contributes
positively to the explanation of the intention to use e-learning (Igbaria and al., 1996; Karahanna & Straub, 1999 ; Al Awadhi and Morris
(2008), Oshlyansky, Cairns and Thimbleby (2007), umak, Polancic and Hericko (2010), Cheng, Liu, Song and Qian (2008), Fang, Li and Liu
(2008), Maldonado, Khan, Moon and Rho (2009), Carlsson, Carlsson and Hyvnen (2006), Wu, Tao and Yang (2007), Cheng, Liu, Qian &
Song (2008)). These results indicate, first, that "self-image" appears as a determinant exerting a strong influence on "the intention of using" e-
learning and those valuing teachers who already use the Collab platform increases the intention of adopting e-learning. Our result is that of
Christine Nucci-Finke (2015), they also indicate that support from direct supervisors (pedagogical Inspector and institutional director) positively
increases the intention of Collabiens to use e-learning technology.

It is therefore necessary to seek to enhance administratively the teachers who use the Collab platform, which would encourage other teachers to
use this tool. Social influence once again shows its particular importance when it comes to studying the adoption of new technology or
innovation, in particular e-learning. Our results also show a lack of link between the perceived ease of use and intention (Tibenderana &
Ogao (2008), Heerink, Krse, Wielinga & Evers (2009), Sumak, Polancic & Hericko (2010)). As well as between " the perceived usefulness "
and "intention" (Heerink, Krse, Wielinga & Evers (2009), Sumak, Polancic & Hericko (2010), Cheng, Liu, Song & Qian (2008), Cheng, Liu &
Qian (2008) ; He & Lu (2007); Wu, Tao & Yang, (2007), Schaupp, Carter & Hobbs (2009)). As mentioned above, the variable "facilitators
conditions" encompasses three dimensions: "Compatibility with work", "perceived control of behavior" and "involvement of the central service".
The confirmatory analysis showed that the "work Compatibility" variable has a significant effect on the variable "facilitators conditions" for
Collabiens. It is therefore necessary to develop online courses that are compatible with the pedagogical tasks that teachers perform in the
classroom and associate it with educational performance gains, which would encourage them to use e-learning technology. "Perceived control of
behavior" has a significant effect on the variable "facilitators conditions" for Collabiens. There is also a need to show the Collabiens the benefits
and gains they can derive from their e-learning uses and which would encourage them to use e-learning technology.

Finally, the statistical analysis showed the importance of the variable "involvement of central services" as a "facilitating condition" for the use of
e-learning technology. This influence is confirmed by numerous researches including Lassoued (2010). This result indicates that efforts are
being made to improve the services of the Collab platform from the Department's Remote Training Division, with a favorable environment for
quality online learning would encourage "Collabiens" to adopt e-learning technology.

VI. CONCLUSION
In conclusion, we have identified two factors that significantly influence the use of e-learning among Collabiens teachers: the intention to
adopt e-learning and the facilitators conditions. However, the variable "expected behavior" introduced as an important predictor of the adoption
and use of it (Venkatesh et al., 2008) has no effect in our case on the use of e-learning. The results of this study can enable the program's
managers to identify the important levers to be taken into account in order to ensure their full success in knowing:

Valuing teachers who already use the Collab platform

Provide support by direct supervisors to collabiens teachers
Develop online courses that are compatible with pedagogical tasks
Show the Collabiens the benefits and gains they can derive from their e-learning uses
Improve the services of the Collab platform.

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