Abstract—Actual e-learning use is an important outcome measure of organizational learning that remains understudied. The present study undertook the empirical validation of a TAM-3-based model of actual e-learning use among employees from Lebanese organizations in a mandatory setting. A previously developed model for the assessment of the factors affecting actual e-learning usage in Lebanon was validated through a survey of 331 employees from four different organizations. The questionnaire was pre-tested and modified for optimal psychometric properties, clarity, and applicability. Model variables were measured through a questionnaire with the exception of actual e-learning use, which was extracted from the learning management software as real data. All proposed model hypotheses were significant. The perceived usefulness of e-learning solutions among employees was influenced by image, social influences, and result demonstrability, while perceptions of external control predicted perceived ease of use. Actual e-learning use is significantly affected by perceived usefulness both directly and indirectly through attitude. Perceived ease of use is an antecedent of perceptions of e-learning usefulness as well as attitudes among employees. The different variables affecting actual e-learning usage were linked to practical implications along with best practice recommendations to enhance actual e-learning usage in organizations. 
 

Keywords—organizational e-learning model, actual e-learning, TAM3, Lebanon 

Cite: May El Horr, "Validation of a Theoretical Model to Control Actual Usage of E-learning in Organizations: Case of Lebanon," International Journal of Learning and Teaching, Vol. 11, No. 1, pp. 54-66, 2025.

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