Exploring the E-Learning Adoption Intentions of College Students Amidst the COVID-19 Epidemic Outbreak in China

Abstract

This research paper investigated the adoption behavior of college students toward the e-learning system amidst the current COVID-19. The model was developed and validated based on the Technology Acceptance Model (TAM) and the partial least squares-structural equation modeling (PLS-SEM) was used to analyze the data. The data was generated from 316 Chinese college students based on the convenient sampling technique. The research outcomes indicate that the perceived ease of use is a significant predictor of the intention to use and perceived usefulness of an e-learning system. To our surprise, perceived usefulness does not determine the intention to use an e-learning system. Computer self-efficacy and technical support respectively were significant determinants of the perceived usefulness and the perceived ease of use of an e-learning system. Interestingly, the study showed that internet experience does not influence students’ sensitivity to the usefulness and ease of use associated with an e-learning system. The theoretical and managerial implications of these results findings are thoroughly interrogated.

Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

“…Further, this nding may be attributed to the individual perception and readiness toward the use of new technologies. As reported in the study previous study (Mensah et al, 2022) that once individual students perceive the ease of use of an online/blended learning platform such as Google Classroom, they are highly motivated to use such a system. Besides, (HAJI, 2022) reported that students con rmed that online/blended learning platforms such as Google Classroom as easier to access information as they receive instant noti cation on their mobile phones once new information is added.…”

“…The current study by (Patterson et al, 2020) reported that the rapid expansion of the use of innovative technologies that facilitate online content delivery turned out to be unavoidable within today's tertiary landscape. In some higher learning institutions, they used the e-learning platform to offer fully online learning without any face-to-face interactions with the aid of devices such as computers, smartphones, or mobile systems (Gurban & Almogren, 2022;Mensah et al, 2022) which are called elearning, whereas, in some contexts, higher learning institutions offered a teaching mode that integrated a combination of online interactive activities with face-to-face learnings. This included the use of both face-toface and online learning interactions (Gedera, 2014b;HAJI, 2022;McKenzie et al, 2022) which is called blended learning.…”

“…This included the use of both face-toface and online learning interactions (Gedera, 2014b;HAJI, 2022;McKenzie et al, 2022) which is called blended learning. It has been proven that these methods offered a better learning experience and improve the quality of education (Gedera, 2014a;Gurban & Almogren, 2022;Mensah et al, 2022).…”

Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

“…Furthermore, the existence of these emerging technologies, such as e-learning platforms, has made most higher learning institutions around the world offer online/blended teaching and learning modes (Gurban & Almogren, 2022;Jiang et al, 2022). In some higher learning institutions, they use the e-learning platform to offer fully online learning without any face-to-face interactions with the aid of devices such as computers, smartphones, or mobile systems (Gurban & Almogren, 2022;Mensah et al, 2022) which are called e-learning, whereas, in some contexts, higher learning institutions offer a teaching mode that integrates a combination of online interactive activities with face-to-face learnings. This includes the use of both face-to-face and online learning interactions (Gedera, 2014b;HAJI, 2022;McKenzie et al, 2022) which is called blended learning.…”

“…This includes the use of both face-to-face and online learning interactions (Gedera, 2014b;HAJI, 2022;McKenzie et al, 2022) which is called blended learning. It has been proven that these methods offer a better learning experience and improve the quality of education (Gedera, 2014a;Gurban & Almogren, 2022;Mensah et al, 2022). In Tanzania's context, many higher learning institutions reported adopting and using these innovative technologies in promoting and enhancing teaching and learning activities (Almas et al, 2021;Hamad, 2022;Ibrahim et al, 2020;Mtebe et al, 2021).…”