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Do School Reputation and Price Matter? The Choice for Continuing Education in Acquiring Digital Skills by Adult Learners

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Title: Do School Reputation and Price Matter? The Choice for Continuing Education in Acquiring Digital Skills by Adult Learners
Language: English
Authors: Wong, Adam (ORCID 0000-0001-7288-0199), Lee, Daisy (ORCID 0000-0002-9630-1689), Chan, Catherine (ORCID 0000-0002-0662-3941)
Source: Education and Information Technologies. Nov 2022 27(9):12495-12521.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Adult Students, Adult Learning, Continuing Education, Digital Literacy, Information Technology, Skill Development, Computer Literacy, Student Attitudes, Electronic Learning, In Person Learning, Reputation, Paying for College
DOI: 10.1007/s10639-022-11133-1
ISSN: 1360-2357
1573-7608
Abstract: Taking courses by continuing education (CE) providers is one of the main ways for adults to learning digital skills. CE is provided in either face-to-face (F2F) or online distance learning (ODL) mode. While F2F courses are natural and well-understood, ODL is flexible and less expensive. However, ODL lacks the natural teacher-student and student-student interaction. It is important to find out the factors that affect the adult learner's preferred learning mode for gaining digital skills. This study examined these factors by modifying the Unified Theory Of Acceptance And Use Of Technology (UTAUT). The authors modified the UTAUT by adding the reputation of the provider (RP) and price perception (PP) as moderators. The data from an online survey involving 125 adult learners was analyzed using Smart PLS 3.0. It was found that among the four original UTAUT constructs, social influence is not related to the attitude towards the preferred learning mode. Furthermore, RP has a significant moderation effect on the Performance Expectancy, and Effort Expectancy. Lastly, PP affects the Facilitating Conditions. The implication for CE providers is that they should try to maintain a good reputation for their CE courses. In particular, for MOOC platforms, the providers should have more courses that are created by professional bodies or universities. Interestingly, the adult learners perceive the price as an indicator of facilitating conditions. Hence, the provider should charge their courses that reflect the quality of the infrastructure of, and the support for, the technologies used in delivering those courses. (246 words).
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1356575
Database: ERIC
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  Data: Do School Reputation and Price Matter? The Choice for Continuing Education in Acquiring Digital Skills by Adult Learners
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  Data: <searchLink fieldCode="AR" term="%22Wong%2C+Adam%22">Wong, Adam</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7288-0199">0000-0001-7288-0199</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Daisy%22">Lee, Daisy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9630-1689">0000-0002-9630-1689</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chan%2C+Catherine%22">Chan, Catherine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0662-3941">0000-0002-0662-3941</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-022-11133-1
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  Data: 1360-2357<br />1573-7608
– Name: Abstract
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  Data: Taking courses by continuing education (CE) providers is one of the main ways for adults to learning digital skills. CE is provided in either face-to-face (F2F) or online distance learning (ODL) mode. While F2F courses are natural and well-understood, ODL is flexible and less expensive. However, ODL lacks the natural teacher-student and student-student interaction. It is important to find out the factors that affect the adult learner's preferred learning mode for gaining digital skills. This study examined these factors by modifying the Unified Theory Of Acceptance And Use Of Technology (UTAUT). The authors modified the UTAUT by adding the reputation of the provider (RP) and price perception (PP) as moderators. The data from an online survey involving 125 adult learners was analyzed using Smart PLS 3.0. It was found that among the four original UTAUT constructs, social influence is not related to the attitude towards the preferred learning mode. Furthermore, RP has a significant moderation effect on the Performance Expectancy, and Effort Expectancy. Lastly, PP affects the Facilitating Conditions. The implication for CE providers is that they should try to maintain a good reputation for their CE courses. In particular, for MOOC platforms, the providers should have more courses that are created by professional bodies or universities. Interestingly, the adult learners perceive the price as an indicator of facilitating conditions. Hence, the provider should charge their courses that reflect the quality of the infrastructure of, and the support for, the technologies used in delivering those courses. (246 words).
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      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Adult Learning
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      – SubjectFull: Continuing Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: In Person Learning
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      – SubjectFull: Reputation
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      – SubjectFull: Paying for College
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