Identifying Factors Affecting Intention to Use in Distance Learning Systems

Abstract

The use and benefit of Distance Learning Systems (DLS) can be increased by a detailed analysis of the factors affecting students' intention to use. This study aims to analyse the effect of various independent variables on the user satisfaction and intention to use DLS via Perceived Ease of Use and Perceived Usefulness. In addition, Time Effectiveness is proposed as a new variable with the claim that the time spent in DLS is valuable. Data were collected from 925 undergraduate students currently enrolled in 9 state universities in Turkey. Data were analysed through Structural Equation Modelling (SEM). Results show that while Interaction, Compatibility and Time Effectiveness have a positive effect on user satisfaction and intention to use via Perceived Usefulness; Self Efficacy, Subjective Norm and Enjoyment have no influence. Moreover, Self Efficacy, Interaction, Anxiety and Time Effectiveness have a significant impact on Perceived Ease of Use, yet Subjective Norm and Enjoyment don't.

Modeling the Indian households' intention to adopt the solar net metering system

“…Attitude toward solar NMS was also significant in predicting households' BI to use solar NMS ( β -value = 0.54; p -value = 0.01), confirming that H9 was also supported. These results are similar to the outcomes of Baki et al. (2021) and Khan et al.…”

“…Though, lack of awareness and understanding of the system are the prominent reasons for the slow growth of solar technology acceptance. The technology acceptance model (TAM) is one of the most consequential theories used to understand consumer behavior in this domain (Baki et al, 2021;Gupta et al, 2021;Chang et al, 2017). The previous TAM studies (see Table 1) stated that perceived ease of use (PEOU) significantly affects perceived usefulness (PU), where users feel that innovative technology is easy to understand and use (Lui et al, 2021).…”

Empirical analysis of factors influencing student satisfaction with online learning systems during the COVID-19 pandemic in Thailand

“…Social Influence (SI) subjective norms (x6) social factors (x7) 3 3 (Baki et al, 2021;Davis, 1989;Im et al, 2011;Lakhal et al, 2013;Thompson et al, 1991;Venkatesh, 2000;Venkatesh et al, 2003).…”

“…Behavioral Intention (BI) frequency use prediction (y1) plan to use (y2) 2 3 (Baki et al, 2021;Lakhal et al, 2013;Teo et al, 2019;Venkatesh et al, 2003).…”

“…This is consistent with Venkatesh (2000), which determined that although attitude was more important for men, subjective norms and perceived behavioral control were essential for women in the early stages of technological adoption. Also, in Turkey, Baki et al (2021) examined distant learning on student intention to use and reported that self-efficacy, subjective norms, and enjoyment did not influence the 925 students in the sample.…”