Abstract
The purpose of this paper is to explore to what extent individual differences affect E.-Learning acceptance among the students. Here individual differences were measured regarding gender, age, educational discipline, experience with computers, internet and E-Learning Systems ( ELS), and perceived skills of computers, internet and ELS, whereas, E-Learning acceptance was measured in terms of attitude and intention to use E-learning. A usable sample of N=280 was collected through a paper-based survey. Application of non-parametric statistical tests revealed that female students have a more positive attitude towards E-learning as compared to male students. While the intention to use E-learning increases with age, the educational background could not elicit any relationship with the E-learning acceptance. Experiences with computers, internet and ELS showed no relationship with the E-learning acceptance. However, Perceived ELS skill was positively related with the intention to use E-learning.