Antecedents of students’ e-learning continuance intention during COVID-19: An empirical study

Q1 Social Sciences

E-Learning Pub Date : 2022-05-01 DOI:10.1177/20427530221103915

Md. Al Amin, Md Razib Alam, M. Alam

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引用次数: 10

Abstract

This study aims at exploring the underlying determinants influencing students' continuance intention to use an e-Learning platform during the COVID-19 pandemic. Based on the technology acceptance model and expectation-confirmation model, the study investigated the role of contextual (i.e., social isolation), psychological (academic year loss and cyberchondria), and student support-related (government and institutional supports) determinants on students' continuance intention to use an e-Learning platform during the pandemic. The study collected data from 440 respondents and analyzed those with Structural Equation Modeling. The findings showed that an e-Learning continuance intention during the pandemic is affected by usefulness, ease of use, attitudes, and intention to use the e-Learning platform; while the behavioral intention is influenced by usefulness, ease of use, attitudes, contextual, psychological, and student support-related determinants; and attitudes are impacted by usefulness and ease of use. Moreover, usefulness is predicted by confirmation of expectation; e-satisfaction is forecasted by usefulness and confirmation of expectation; whereas, cyberchondria is influenced by social isolation; fear of academic year loss is influenced by cyberchondria. Finally, intention to use mediated the impact of usefulness, ease of use, attitudes, contextual, psychological, and student support-related determinants on continuance intention. The study contributes to e-Learning literature incorporating contextual, psychological, and student support-related determinants into the technology acceptance model and expectation-confirmation model, which guide policymakers to understand how all levels of students can be brought into the e-Learning platforms that eventually help to eliminate digital discrimination barrier in the academia during any emergency. The policymakers must be careful in designing eLearning platforms since students' e-learning continuance intention may vary due to unprecedented crises, such as COVID-19.

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新冠肺炎期间学生在线学习继续意愿的前因:实证研究

本研究旨在探索在新冠肺炎大流行期间影响学生继续使用电子学习平台意愿的潜在决定因素。基于技术接受模型和期望确认模型，该研究调查了情境（即社会孤立）、心理（学年损失和网络忧郁症）和学生支持相关（政府和机构支持）决定因素对学生在疫情期间继续使用电子学习平台意愿的影响。这项研究收集了440名受访者的数据，并用结构方程建模对他们进行了分析。研究结果表明，在疫情期间，电子学习的持续意愿受到电子学习平台的有用性、易用性、态度和使用意愿的影响；行为意向受有用性、易用性、态度、情境、心理和学生支持相关决定因素的影响；并且态度受到有用性和易用性的影响。此外，有用性是通过确认预期来预测的；e-满意度是通过有用性和期望的确认来预测的；而网络忧郁症受社会孤立的影响；对学年损失的恐惧受到网络忧郁症的影响。最后，使用意向介导了有用性、易用性、态度、情境、心理和学生支持相关决定因素对持续意向的影响。该研究有助于电子学习文献，将情境、心理和学生支持相关的决定因素纳入技术接受模型和期望确认模型，指导政策制定者了解如何将各级学生引入电子学习平台，最终有助于在任何紧急情况下消除学术界的数字歧视障碍。政策制定者在设计电子学习平台时必须谨慎，因为学生的电子学习持续意向可能会因新冠肺炎等前所未有的危机而有所不同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.