Hot-fit Model on E-Learning Success: Innovation and Quality Consciousness.

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Bibliographic Details
Title:	Hot-fit Model on E-Learning Success: Innovation and Quality Consciousness.
Authors:	Sofwan, Muhammad¹, Habibi, Akhmad^1,2,3, Pratama, Robin¹, Fauzee, Mohd Sofian Omar⁴, Abdullah, Hamdy³
Source:	Online Learning. Mar2026, Vol. 30 Issue 1, p175-198. 24p.
Subject Terms:	Educational quality, Digital learning, Elementary school teaching, Blended learning, Innovation adoption, Structural equation modeling
Abstract:	The current research elaborates on the effect of the human organization technology fit model, which consists of human, organizational, and technological dimensions, on e-learning readiness in an elementary school teacher education program. The main dataset, comprising 416 student teachers, was analyzed using partial least squares structural equation modelling procedures. The study tested hypotheses linking various factors to e-learning readiness and usage. Statistically significant results demonstrated that knowledge (p = .008), relative advantage (p < .05), compatibility (p < .05), complexity (p <.001), quality (p <.05), and innovation awareness (p < .05) significantly affect e-learning readiness and actual use of elearning. Specifically, knowledge, relative advantage, compatibility, quality, and innovation awareness exhibit positive impacts, whereas complexity exerts a negative influence. Conversely, the findings indicated no significant relationships (p > .05) between certain correlations, such as computer self-efficacy and e-learning readiness, innovation and actual use of e-learning, and quality and actual use of e-learning. The findings contribute to the development of e-learning, providing practical and theoretical recommendations for its improvement regarding sustainable development goal 4, quality education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The current research elaborates on the effect of the human organization technology fit model, which consists of human, organizational, and technological dimensions, on e-learning readiness in an elementary school teacher education program. The main dataset, comprising 416 student teachers, was analyzed using partial least squares structural equation modelling procedures. The study tested hypotheses linking various factors to e-learning readiness and usage. Statistically significant results demonstrated that knowledge (p = .008), relative advantage (p < .05), compatibility (p < .05), complexity (p <.001), quality (p <.05), and innovation awareness (p < .05) significantly affect e-learning readiness and actual use of elearning. Specifically, knowledge, relative advantage, compatibility, quality, and innovation awareness exhibit positive impacts, whereas complexity exerts a negative influence. Conversely, the findings indicated no significant relationships (p > .05) between certain correlations, such as computer self-efficacy and e-learning readiness, innovation and actual use of e-learning, and quality and actual use of e-learning. The findings contribute to the development of e-learning, providing practical and theoretical recommendations for its improvement regarding sustainable development goal 4, quality education. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v30i1.4861