E-Learning Acceptance in Face-to-Face Universities Due to COVID-19
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| Title: | E-Learning Acceptance in Face-to-Face Universities Due to COVID-19 |
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| Language: | English |
| Authors: | Rosa Estriegana (ORCID |
| Source: | SAGE Open. 2023 13(4). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, In Person Learning, Electronic Learning, Student Attitudes, Student Experience, COVID-19, Pandemics, Intention, Student Participation, Beliefs, Adoption (Ideas) |
| DOI: | 10.1177/21582440231214873 |
| ISSN: | 2158-2440 |
| Abstract: | The COVID-19 pandemic has led to unprecedented shifts in higher education worldwide. These sudden educational changes have the potential to accelerate the acceptance of online learning, or, conversely, to increase its rejection. The purpose of this experimental study is to examine students' acceptance of and intentions toward the continued use of online learning, which was abruptly introduced by face-to-face universities due to the COVID-19 pandemic. To this end, responses to an online questionnaire from students at three face-to-face universities (N = 194) were analyzed using structural equation modeling. The study was based on the technology acceptance model (TAM), we also included other relevant factors, such as emotional aspects, feelings of uncertainty, security of the e-learning system, and satisfaction with educational technology. The results indicate that the uncertainty associated with COVID-19, emotional factors, and security did not significantly affect the students' intention to use e-learning systems; however, these factors had a significant impact on students' perception of satisfaction, which is a decisive factor that positively influences the process of adoption of e-learning systems. This study discusses noteworthy theoretical and practical implications for education that will help teachers and universities in decision making regarding the digital transformation process. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1414388 |
| Database: | ERIC |
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| Abstract: | The COVID-19 pandemic has led to unprecedented shifts in higher education worldwide. These sudden educational changes have the potential to accelerate the acceptance of online learning, or, conversely, to increase its rejection. The purpose of this experimental study is to examine students' acceptance of and intentions toward the continued use of online learning, which was abruptly introduced by face-to-face universities due to the COVID-19 pandemic. To this end, responses to an online questionnaire from students at three face-to-face universities (N = 194) were analyzed using structural equation modeling. The study was based on the technology acceptance model (TAM), we also included other relevant factors, such as emotional aspects, feelings of uncertainty, security of the e-learning system, and satisfaction with educational technology. The results indicate that the uncertainty associated with COVID-19, emotional factors, and security did not significantly affect the students' intention to use e-learning systems; however, these factors had a significant impact on students' perception of satisfaction, which is a decisive factor that positively influences the process of adoption of e-learning systems. This study discusses noteworthy theoretical and practical implications for education that will help teachers and universities in decision making regarding the digital transformation process. |
|---|---|
| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440231214873 |
