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Exploratory Analysis of Online Learning Readiness of Graduate Students Using a Modified Unified Theory of Acceptance and Use of Technology Model

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Title: Exploratory Analysis of Online Learning Readiness of Graduate Students Using a Modified Unified Theory of Acceptance and Use of Technology Model
Language: English
Authors: Sunday Abidemi Itasanmi (ORCID 0000-0002-2136-583X), Oluwatoyin Ayodele Ajani (ORCID 0000-0001-6545-0203), Godwin Beshibeshebe Ushie (ORCID 0009-0008-9175-4380), Sunday Samson Babalola (ORCID 0000-0003-3956-712X)
Source: Journal of Education and e-Learning Research. 2025 12(3):469-478.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Readiness, Electronic Learning, Foreign Countries, Self Efficacy, Digital Literacy, Gender Differences, Performance Factors, Context Effect, Age Differences, Marital Status
Geographic Terms: Nigeria
ISSN: 2518-0169
2410-9991
Abstract: This study presents a framework for understanding the factors influencing graduate students' online learning readiness using a modified Unified Theory of Acceptance and Use of Technology (UTAUT) model. A quantitative research method was adopted with data collected from 3,120 graduate students at the University of Ibadan. Structural Equation Modelling (SEM) was used to analyse the relationships among five constructs: technology self-efficacy, digital literacy, performance expectancy, and facilitating conditions. Age, gender and marital status were examined as moderators. Digital literacy emerged as the most significant factor influencing online learning readiness. Gender positively moderated the relationship between digital literacy and readiness as well as between performance expectancy and readiness. Age and marital status did not show significant moderating effects. The study confirms the critical role of digital literacy in preparing graduate students for online learning with gender further influencing this readiness. Institutions and policymakers should prioritize enhancing digital literacy and providing targeted support to foster inclusive online learning environments. Addressing these factors can improve students' transition and success in digital education platforms.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483715
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exploratory Analysis of Online Learning Readiness of Graduate Students Using a Modified Unified Theory of Acceptance and Use of Technology Model
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  Data: <searchLink fieldCode="AR" term="%22Sunday+Abidemi+Itasanmi%22">Sunday Abidemi Itasanmi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2136-583X">0000-0002-2136-583X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oluwatoyin+Ayodele+Ajani%22">Oluwatoyin Ayodele Ajani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6545-0203">0000-0001-6545-0203</externalLink>)<br /><searchLink fieldCode="AR" term="%22Godwin+Beshibeshebe+Ushie%22">Godwin Beshibeshebe Ushie</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-9175-4380">0009-0008-9175-4380</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sunday+Samson+Babalola%22">Sunday Samson Babalola</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3956-712X">0000-0003-3956-712X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+e-Learning+Research%22"><i>Journal of Education and e-Learning Research</i></searchLink>. 2025 12(3):469-478.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Marital+Status%22">Marital Status</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 2518-0169<br />2410-9991
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  Label: Abstract
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  Data: This study presents a framework for understanding the factors influencing graduate students' online learning readiness using a modified Unified Theory of Acceptance and Use of Technology (UTAUT) model. A quantitative research method was adopted with data collected from 3,120 graduate students at the University of Ibadan. Structural Equation Modelling (SEM) was used to analyse the relationships among five constructs: technology self-efficacy, digital literacy, performance expectancy, and facilitating conditions. Age, gender and marital status were examined as moderators. Digital literacy emerged as the most significant factor influencing online learning readiness. Gender positively moderated the relationship between digital literacy and readiness as well as between performance expectancy and readiness. Age and marital status did not show significant moderating effects. The study confirms the critical role of digital literacy in preparing graduate students for online learning with gender further influencing this readiness. Institutions and policymakers should prioritize enhancing digital literacy and providing targeted support to foster inclusive online learning environments. Addressing these factors can improve students' transition and success in digital education platforms.
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  Data: 2025
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  Data: EJ1483715
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      – Text: English
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        PageCount: 10
        StartPage: 469
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Readiness
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      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Gender Differences
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      – SubjectFull: Performance Factors
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      – SubjectFull: Context Effect
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      – SubjectFull: Age Differences
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      – SubjectFull: Nigeria
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      – TitleFull: Exploratory Analysis of Online Learning Readiness of Graduate Students Using a Modified Unified Theory of Acceptance and Use of Technology Model
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