scholarly journals Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

2020 ◽  
Vol 17 (18) ◽  
pp. 6468 ◽  
Author(s):  
Mariia Rizun ◽  
Artur Strzelecki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Online Survey ◽  
Computer Anxiety ◽  
Least Squares Method ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling

This paper is dedicated to the higher education institutions shifting towards distance learning processes due to the global pandemic situation caused by COVID-19 in 2020. The paper covers the pandemic situation in Poland generally, analyzing governmental ordinances and tracking the gradual extension of restrictions for educational institutions. The purpose of this study is to investigate the influence of Experience, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ acceptance of shifting education to distance learning. The study tested and used the adapted General Extended Technology Acceptance Model for E-Learning (GETAMEL) in the context of coronavirus pandemic. The partial least squares method of structural equation modeling was employed to test the proposed research model. The study utilizes an online survey to obtain data from 1692 Polish undergraduate and graduate students in both full- and part-time study. The dataset was analyzed using SmartPLS 3 software. Results showed that the best predictor of student’s acceptance of shifting education to distance learning is Enjoyment, followed by Self-Efficacy. Both Perceived Ease of Use and Perceived Usefulness predict student’s Attitude Towards Using and Intention to Use the distance learning. The findings improve understanding regarding the acceptance of distance learning and this work is therefore of particular interest to teachers and practitioners of education.

scholarly journals Data on Vietnamese Students’ Acceptance of Using VCTs for Distance Learning during the COVID-19 Pandemic

Data ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 83
Author(s):  
Duc-Hoa Pho ◽  
Xuan-An Nguyen ◽  
Dinh-Hai Luong ◽  
Hoai-Thu Nguyen ◽  
Thi-Phuong-Thao Vu ◽  
...  
Keyword(s):  
Distance Learning ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Online Survey ◽  
Subjective Norm ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Perceived Ease Of Use ◽  
Output Quality

The outbreak of COVID-19 at the beginning of 2020 has heavily influenced education all around the world. In Vietnam, educational institutes were suspended, and distance learning was conducted to ensure students’ learning process, with distance learning occurring mainly via video conferencing tools (VTCs). The purpose of this paper is to provide data on Vietnamese students’ acceptance of using VCTs in distance learning during the COVID-19 pandemic through an extended technology acceptance model (TAM) and structural equation modeling (SEM) method. This study used the TAM of Venkatesh and Davis. The questionnaire was designed based on Venkatesh and Davis and Salloum et al.’s scale. An online survey with snowball sampling was selected in April. The final dataset consisted of 277 valid records. This data descriptor presented descriptive statistics (mean, standard deviation), internal consistency (Cronbach’s alpha), reliability and validity measures (composite reliability, average value extracted test), and factor loading of items of eight factors: output quality, computer playfulness, subjective norm, perceived usefulness, perceived ease of use, attitude towards to use, behavioral intention to use, and actual system to use. Results indicated that external factors such as subjective norm and computer playfulness had a significant impact on most TAM constructs. Furthermore, output quality was found to have a positive influence on students’ perceived usefulness and acceptance of VCTs in distance learning.

scholarly journals COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

2021 ◽  
Vol 13 (4) ◽  
pp. 1889 ◽  
Author(s):  
Karina Cicha ◽  
Mariia Rizun ◽  
Paulina Rutecka ◽  
Artur Strzelecki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Computer Anxiety ◽  
Equation Modeling ◽  
First Year ◽  
First Year Students ◽  
Starting Point ◽  
E Learning

The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

Direct and Indirect Associations of Personality With Audiovisual Technology Acceptance Through General Self-Efficacy

2021 ◽  
pp. 003329412199778
Author(s):  
Maria Manolika ◽  
Rigas Kotsakis ◽  
Maria Matsiola ◽  
George Kalliris
Keyword(s):  
Technology Acceptance ◽  
Student Perceptions ◽  
Technology Use ◽  
Self Efficacy ◽  
Online Survey ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Beliefs About Technology ◽  
General Self Efficacy

Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students’ perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance.

Self-efficacy as an antecedent of cognition and affect in technology acceptance

2014 ◽  
Vol 31 (3) ◽  
pp. 190-199 ◽  
Author(s):  
Songpol Kulviwat ◽  
Gordon C. Bruner II ◽  
James P. Neelankavil
Keyword(s):  
Technology Acceptance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
External Variable ◽  
Content Type ◽  
Cognition And Affect

Purpose – This paper aims to examine whether self-efficacy plays an important role in shaping the effect of cognition and affects in high technology adoption. It also examines whether cognition and affect mediate the effect of self-efficacy on attitude toward adoption. Design/methodology/approach – Using an experimental survey to collect data, subjects performed two different tasks (utilitarian and hedonic) to make sure that they had cognitive and affective experiences to draw upon as they developed attitudes toward the focal innovation. Structural equation modeling was used to analyze the model. Findings – The result shows that self-efficacy influenced cognitive perceptions and emotional reactions. Specifically, self-efficacy was found to play a substantive role in shaping individuals’ attitudes via a cognitive route (perceived usefulness and ease-of-use) and an affective one (pleasure, arousal and dominance). Research limitations/implications – The study of self-efficacy as an external variable provides further insights into the process and is expected to increase the explained variance of the theoretical model. Practical implications – This study confirms that a belief about something besides the product also plays a key role; it is the confidence consumers have in their own abilities to understand and effectively use a new piece of technology. Originality/value – The research makes important contributions to our understanding of technology acceptance and has implications for marketing managers.

Consumer acceptance of smart speakers: a mixed methods approach

2018 ◽  
Vol 12 (4) ◽  
pp. 418-431 ◽  
Author(s):  
Pascal Kowalczuk
Keyword(s):  
Technology Acceptance ◽  
Structural Equation ◽  
Online Survey ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Smart Devices ◽  
Intention To Use ◽  
Content Type ◽  
Acceptance Model

PurposeVoice-activated smart speakers such as Amazon Echo and Google Home were recently developed and are gaining popularity. Understanding and theorizing the underlying mechanisms that encourage or impede consumers to use smart speakers is fundamental for enhancing acceptance and future development of these new devices. Therefore, building on technology acceptance research, this study aims to develop and test an acceptance model for investigating consumers’ intention to use smart speakers.Design/methodology/approachFirst, antecedents that may significantly affect the usage intention of smart speakers were identified through an explorative approach by a netnographic analysis of customer reviews (N= 2,186) and Twitter data (N= 899). Afterward, these results and contemporary literature were used to develop and validate an acceptance model for smart speakers. Structural equation modeling (SEM) was used to test the proposed hypotheses on data collected from 293 participants of an online survey.FindingsBesides perceived ease of use and perceived usefulness, the quality and diversity of a system, its enjoyment, consumer’s technology optimism and risk (surveillance anxiety and security/privacy risk) strongly affect the acceptance of smart speakers. Among these variables, enjoyment had the strongest effect on behavioral intention to use smart speakers.Originality/valueThis is the first study that incorporates netnography and SEM for investigating technology acceptance and applies it to the field of interactive smart devices.

scholarly journals Investigating Students’ Adoption of MOOCs during COVID-19 Pandemic: Students’ Academic Self-Efficacy, Learning Engagement, and Learning Persistence

2022 ◽  
Vol 14 (2) ◽  
pp. 714
Author(s):  
Mahdi Mohammed Alamri
Keyword(s):  
University Students ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Clear Correlation ◽  
Learning Engagement ◽  
Academic Self Efficacy

Students’ learning environments are significantly influenced by massive open online courses (MOOCs). To better understand how students could implement learning technology for educational purposes, this study creates a structural equation model and tests confirmatory factor analysis. Therefore, the aim of this study was to develop a model through investigating observability (OB), complexity (CO), trialability (TR), and perceived usefulness (PU) with perceived ease-of-use (PEU) of MOOCs adoption by university students to measure their academic self-efficacy (ASE), learning engagement (LE), and learning persistence (LP). As a result, the study used an expanded variant of the innovation diffusion theory (IDT) and the technology acceptance model (TAM) as the research model. Structural Equation Modeling (SEM) with Smart-PLS was applied to quantitative data collection and analysis of 540 university students as respondents. Student responses were grouped into nine factors and evaluated to decide the students’ ASE, LE, and LP. The findings revealed a clear correlation between OB, CO, and TR, all of which were important predictors of PU and PEU. Students’ ASE, LE, and LP were affected by PEU and PU. This study’s established model was effective in explaining students’ ASE, LE, and LP on MOOC adoption. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, their instructors, and learning support systems.

Understanding Intention and Behavior Toward Online Purchase of Agriculture and Fisheries Products Using Extended Technology Acceptance Model

2021 ◽  
Vol 17 (4) ◽  
pp. 118-137
Author(s):  
Junrie B. Matias
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Structural Equation ◽  
Online Survey ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Usage Behavior ◽  
Acceptance Model ◽  
And Behavior

This study investigates the factors affecting the usage behavior and intention towards online purchasing platforms in purchasing agriculture and fisheries products online based on the technology acceptance model. External factors adapted from current literature were integrated with the model to understand the consumer intention and behavior towards online purchasing. An online survey with 318 respondents was used to test the hypotheses of the theoretical model using partial least squares component-based structural equation modeling. Results show that trust is a significant predictor of usage behavior. Furthermore, the factors visibility, perceived risk, perceived value, and enjoyment have directly or indirectly influenced intention and usage behavior through trust, perceived ease of use, and perceived usefulness. The researcher considers this work to have contributed essential inputs to other researchers interested in studying the adoption of online purchasing in fisheries and agriculture products.

A Path Analysis of the Impact of Application-Specific Perceptions of Computer Self-Efficacy and Anxiety on Technology Acceptance

2010 ◽  
Vol 22 (3) ◽  
pp. 82-95 ◽  
Author(s):  
Bassam Hasan ◽  
Mesbah U. Ahmed
Keyword(s):  
Path Analysis ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Computer Anxiety ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
The Impact ◽  
Application Specific ◽  
Computer Self Efficacy

Perceptions of computer self-efficacy (CSE) and computer anxiety are valuable predictors of various computer-related behaviors, including acceptance and utilization of information systems (IS). Although both factors are purported to have general and application-specific components, little research has focused on the application or system-specific component, especially in IS acceptance contexts. Thus, little is known about the effects of application-specific beliefs on IS acceptance or how such effects compare with the effects of more general CSE and computer anxiety beliefs. Accordingly, a research model comprising application CSE, application anxiety, perceived ease of use, perceived usefulness, attitude, and intention was proposed and tested via path analysis. The results demonstrated that the direct impacts of application CSE and application anxiety on perceived ease of use and perceived usefulness were almost equal, but in opposite directions. However, the indirect effect of application CSE on attitude and intention was stronger than that of application anxiety.

scholarly journals Social Media Applications Affecting Students’ Academic Performance: A Model Developed for Sustainability in Higher Education

2020 ◽  
Vol 12 (16) ◽  
pp. 6471 ◽  
Author(s):  
Mahdi M. Alamri ◽  
Mohammed Amin Almaiah ◽  
Waleed Mugahed Al-Rahmi
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Academic Performance ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling ◽  
Perceived Ease Of Use ◽  
Media Applications

Nowadays, social media applications (SMAs) which are quite popular among students have a significant influence on education sustainability. However, there is a lack of research that explores elements of the constructivist learning approach with the technology acceptance model (TAM) in higher education. Therefore, this research aimed to minimize the literature gap by examining the SMA factors used for active collaborative learning (ACL) and engagement (EN) to affect the students’ academic performance in measuring education sustainability, as well as examining their satisfaction from its use. This study employed constructivism theory and TAM as the investigation model, and applied a quantitative method and analysis through surveying 192 university students at King Faisal University. Using structural equation modeling (SEM), the responses were sorted into nine factors and analyzed to explain students’ academic performance in measuring education sustainability, as well as their satisfaction. The results were analyzed with structural equation modelling; it was shown that all the hypotheses were supported and positively related to sustainability for education, confirming significant relationships between the use of SMAs and the rest of the variables considered in our model (interactivity with peers (IN-P), interactivity with lecturers (IN-L), ACL, EN, perceived ease of use (PEOU), perceived usefulness (PU), SMA use, student satisfaction (SS), and students’ academic performance (SAP).

Within-Culture Variation and Information Technology

2010 ◽  
pp. 337-364 ◽  
Author(s):  
Jennifer E. Gerow ◽  
Edith Galy ◽  
Jason Bennett Thatcher ◽  
Mark Srite
Keyword(s):  
Information Technology ◽  
Technology Acceptance ◽  
Cultural Values ◽  
Self Efficacy ◽  
Computer Anxiety ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Personal Innovativeness ◽  
Computer Self Efficacy

This study examines within-culture variance in the influence of values on perceptions and use of information technology (IT). Based on cross-cultural research, the authors suggest cultural values influence technology acceptance and use. Specifically, this chapter argues masculinity/femininity and individualism/ collectivism directly influence personal innovativeness with IT, computer anxiety, and computer self-efficacy and have a mediated effect on perceived usefulness, perceived ease of use, and use of IT. Overall, analysis provides support for the research model. Results suggest masculinity/femininity influences computer self-efficacy, computer anxiety, and personal innovativeness with IT. The authors also offer implications for research and practice.

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