The previous chapter shows the comprehensive introduction of the research study on the state of preparation of undergraduate students to adapt e-learning technology in Sri Lanka with problem statement, objectives and importance. and limits. Additionally, the organizational structure of the entire thesis includes. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay. The purpose of this chapter is to review the past and present literature regarding the preparation of undergraduate students to adapt e-learning technology in Sri Lankan universities. The literature discussed in this chapter provides a basis from which hypotheses have been formulated. This chapter consists of previous research articles related to e-learning, benefits of e-learning, technology acceptance model, perceived usefulness, perceived ease of use, to behavioral intent, actual usage, and readiness for online learning. At the same time, the literature presents different opinions regarding the independent and dependent variables of particular research. E-Learning E-Learning is considered one of the critical alternatives for today's knowledge-based society (Kim and Santiago, 2005). E-learning is a “modern method of delivering education through digital data types that enhance learner understanding, ability, or other performance.” (Siritongthaworn et al., 2006). According to (Stockley, 2003), e-learning is the delivery of a learning, training or education program through a digital approach using a computer or power tool (e.g. mobile phone ) to offer educational, academic or learning materials. E-learning also provides online access to learning resources anywhere, anytime. This means that a learning opportunity provides students with as much choice and manipulation as possible over course content, knowledge acquisition strategies, and study of sources (Holmes and Gardner, 2006). E-Learning is not just a new tool. This teaching method changes students' abilities and examination and is an impressive way of learning in higher education. (Rassouli et al., 2016). In fact, e-learning is an educational system that provides access to higher education, in quantity and superiority, to volunteers. (Seraji, 2013). E-learning has become a popular teaching and learning tool in businesses and educational institutions (Pituch and Lee, 2006). In the modern knowledge economy, learning is necessary to exist and prosper. In this perspective, knowledge is strength and knowledge creation through online learning is not a luxury but a necessity for modern and future generations. In this context, e-learning has become essential. The need is persistent as the nature of our society and economy drives the need to learn. The use of alternatives and demand for the standard classroom has been around for over 100 years, from paper-based correspondence courses to video and computer access (Zu, 2009). Online learning means it doesn't have to be a passive experience, with learners all sitting in front of the trainer and 'learning by telling'. Online learning makeslearning an active experience. The emphasis is on interactivity or “learning by doing” (Knight, 2003). Online learning is expected to help improve students' computer literacy – the necessary skill in the modern workforce (Addah, 2012); (Akhu-Zaheya et al., 2013); (Bediang et al., 2013). Online learning seems unsuitable for people lacking self-discipline, mainly because online learners are busy working as adults, as explained previously (Wong, 2007). Most universities have continued to offer partial, combined, or fully online learning courses since the late 1990s. Currently, most offline universities have either added an online knowledge acquisition plan, or have implemented online learning. (Lee, 2006). The delivery of online learning programs is recognized as one of the essential alternative methods of education and training delivery available worldwide (Beckstrom et al., 2004). Online learning is delivered and managed independently of the location of the instructor and learner (Beckstrom et al., 2004). E-learning is also referred to as web-accessible teaching and learning (Rosenberg, 2000); (Garrison et al., 2003). Although definitions of online learning may vary, they all define online learning in terms of technology and agree that online learning provides a rich integrated environment. The focus is on a set of core concepts that include learning, technology and access. Therefore, the principle of e-learning is to use new multimedia and Internet technologies to improve the availability and quality of learning (Tubaishat and Lansari, 2011). Online learning in an international context For many developing countries, online learning is seen as a solution. to the growing demand for higher education. In Pakistan, online learning is touted as “education for all,” as it aims to reach students who live too far from cities and cannot afford traditional higher education. (Iqbal and Ahmad, 2010). In Botswana, online learning addresses issues related to large classrooms, increased enrollment and understaffing (Ikpe, 2011). In Thailand, as in many developing countries, online learning is becoming an important part of a national effort to improve public education. Thai educators hope that online learning will provide a pathway to education for students who cannot access higher education and that it is a necessary improvement for the country to become more competitive among its ASEAN neighbors. (Khaopa, 2012); (Ngampornchai and Adams, 2016). Currently, 31 higher education institutions in Thailand have learning management systems, of which 23 are public institutions (Rueangprathum et al., 2009). The Thai government has supported these efforts by helping fund infrastructure initiatives. For example, the Thai government has established internet services for all schools and post-secondary institutions and developed an online learning portal called Thailand Cyber ​​University. (Saekow and Samson, 2011); (Saengpassa, 2013). While there are many positive signs, several challenges are slowing the use of online learning in Thailand. One is a student who said he has limited computer access and internet quality is spotty, especially at home(Siritongthaworn and Kairit, 2006). Many students explained that they normally use computers in schools where access time is limited and many have difficulty accessing substances online due to the lack of appropriate software. In a study of students at three public universities in Thailand (Teo et al., 2011), it was found that acceptance of online learning was above average and that students who tended to adopting online learning were younger students with technological skills. Obstacles were discussed regarding the promotion of online education in developing countries. A survey of staff and students of three Nigerian universities revealed that low acceptance of online learning was due to low awareness, low computer literacy, platform and unreliable Internet services with high implementation costs (Folorunso et al., 2006). ). Similarly, the challenges faced by Pakistani universities included infrastructure, limited student access to computers, untrained instructors and cultural beliefs. This has proven equally difficult when schools have to translate English, the predominant language in the online environment, into the local language, Urdu, in order to reach a larger number of learners (Iqbal and Ahmad , 2010). Another study by (Addah, 2012) found that resistance to e-learning in Ghana stemmed from fear of isolation and computer literacy. a contribution to IT culture that impacts the adoption of online learning. (Bediang et al., 2013) conducted a survey of students in Cameroon and found that two-thirds of students were no longer familiar with the concept of online learning and 17% of students did not own a personal computer . Most students who used the Internet had only basic computer skills in email and web searching. In another study conducted in Jordan (Akhu-Zaheya et al., 2013), it was found that most students did not have a computer at home and used the words processing, email, and web search. Students with limited computer use developed computer anxiety, which led to computer proficiency. (Beckstrom et al., 2004) conducted a survey on Egypt's preparedness for the deployment of e-learning. Their report presents a positive response to Egypt's preparedness. He provided a summary of two major government initiatives that are sure to contribute to the realization of e-learning in Egypt, namely Internet and private IT initiatives. Regarding the Internet initiative, the Ministry of Communications and Information Technology has maintained free Internet access throughout the country since 2002, where more than 15,000 ports serving 2 million Internet users have been established, with users paying no fees. than local telephone rates. As for personal computer initiatives, less expensive laptops were made available to students and experts under a monthly installment plan which could further be financed by a low interest rate loan. interest. According to (Vate-U-Lan, 2007), while all schools in Bangkok indicated that they were ready for online learning, but only 70.6% of schools outside the city had the infrastructure and equipment necessary to be defined as such. These schools located outside of Bangkok still have access, 2008)., 2013).