Determinants of virtual classroom adoption in Jordan: the case of princess Sumaya university for technology

Abstract

Purpose The purpose of this study is to investigate the factors that affect students’ behavioral intentions to use virtual classrooms at Princess Sumaya University for Technology (PSUT) in Jordan. Design/methodology/approach A quantitative research approach was adopted, an online survey method was used and the data were collected among students at PSUT in Jordan. A total of 511 responses were usable for analysis. A structural equation modeling partial least squares technique was used to examine the hypothesized model. Findings The findings reveal that the proposed factors have direct and indirect relationships with behavioral intentions to use virtual classrooms. They show that students’ satisfaction has a direct influence on behavioral intention, while other variables such as instructor characteristics, virtual classroom quality, perceived self-efficacy, perceived organizational support, perceived ease of use and perceived usefulness have an indirect effect on behavioral intentions to use virtual classrooms. Research limitations/implications The study was conducted at PSUT in Jordan, which could limit the generalizability of the findings. Furthermore, the present study measured students’ behavioral intentions to use virtual classrooms and future research should consider the actual use of virtual classrooms. Practical implications The findings of this study offer significant and useful information to policymakers, instructors, developers and students regarding the use of virtual classrooms in universities. Based on students’ needs and readiness, the findings identify which factors to consider when developing an e-learning system to enhance learning and teaching performance. Originality/value This study extends existing knowledge by developing a conceptual model to identify the key factors of virtual classroom adoption in higher education institutions in Arab countries. This study contributes to the literature in the context of e-learning by validating an extended technology acceptance model from an Arab countries perspective and considering the differences in culture, learning style and physical environment compared to developed countries.

What Drives Students to Feel the Impact of Online Learning in Using a Cloud Accounting Integrated System?

“…In other words, the magnitude of PU in education refers to students' view of the learning advantages of technology that can increase their academic scores. Meanwhile, PEOU measures the level of user confidence that the technology is simple and does not require much effort to use the technology [13], [18], [20]. Abdullah and Toycan, who researched the adoption of elearning in Iraq, found that PU and PEOUE are the primary elements in the TAM model [16].…”

“…The technology used in learning has a fast response time, provider support, and a pleasing appearance. Previous research has proven that the quality of a platform greatly influences the intention to use a platform [13], [20], [26]. Therefore, the first hypothesis is: H 1 : CAQ has a positive impact on PU In improving student learning outcomes, the role of the instructor is significant.…”

“…Furthermore, vice versa, instructors can make it more difficult for students to learn subjects. Instructor characteristics show a high level of knowledge and motivation in technical knowledge that can encourage students to study courses through time response, confidence, and innovation [20].…”

Students’ achievement in an online course on technical writing and communication skills

“…Notably, the attitude toward using technology has been proven to be affected by perceived usefulness and perceived ease of use (PEOU). While perceived usefulness measures the individuals’ perceptions of using technology and how that improves their skills, PEOU measures the degree to which individuals believe that using technology does not need much mental effort (Alrousan et al , 2022). In general, the literature shows inconsistency in the findings regarding the use of e-learning as a main platform for learning and teaching.…”

“…Alqurashi (2016) pinpoints that self-efficacy concerns students’ knowledge and necessary skills for using virtual classrooms, which falls under “internet and information-seeking self-efficacy.” Many previous studies found that self-efficacy is a positive and significant predictor of the PEOU of e-learning systems (Alqurashi, 2016; Budu et al , 2018; Chao et al , 2018; Sylvia and Abdurachman, 2018). Alrousan et al (2022) found that perceived self-efficacy is one of the seven factors that have an indirect effect on the behavioral intentions to use virtual classroom. Their data analysis demonstrated that perceived self-efficacy had a significant positive impact on Jordanian students’ PEOU virtual classroom.…”