Junior secondary students’ acceptance and continuance of e-learning system use: a multi-group analysis across social backgrounds

Cheng, Miaoting; Yuen, Andrea

doi:10.1080/0144929x.2020.1811378

Cited by 17 publications

(13 citation statements)

References 101 publications

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“…The study has also revealed that satisfaction has a positive effect on the willingness to continue online learning for both groups of students. The finding strengthens the previous study by Cheng and Yuen (2020) and Cheng (2020), who found similar results. Thus, we have clear information that if the university is planning to continue the use of online sessions, students having a positive experience from the previous semester is crucial.…”

Section: Discussionsupporting

confidence: 92%

“…Past literature has found that satisfaction has a positive influence on continuance intention. In an academic setting, the relationship between satisfaction and continuance intention of online learning was confirmed by Joo et al ( 2018 ) regarding Korean Cheng and Yuen ( 2020 ) regarding secondary students’ and Cheng ( 2020 ) regarding cloud-based e-learning systems. Hence, the fifth hypothesis is:…”

Section: Literature Reviewmentioning

confidence: 77%

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Do Science and Social Science Differ? Multi-Group Analysis (MGA) of the Willingness to Continue Online Learning

et al. 2022

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Without proper preparation by higher institutions, the COVID-19 pandemic has forced the world to rely on online learning. Even students of social science and science are looking for different knowledge and skills. Currently, both groups rely on the same method to gather knowledge for future undertakings. Given the uncertainty regarding the resolution of COVID-19, which has driven students to continue using online learning, the current study aims to identify the factors of willingness to continue online learning among social science and pure science students by extending the use of expectation-confirmation theory. Applying a purposive sampling method, 2,215 questionnaires were collected among undergraduate students from Universiti Malaysia Terengganu (UMT) using an online survey. Current study found that expectation and confirmation positively affect satisfaction. Attitude, satisfaction and readiness were found to have a positive relationship with willingness to continue online learning. Meanwhile, self-efficacy was found unsupported hypothesis for the direct effect. For multigroup analysis, readiness was found to have a significant difference between students of social science and pure science. The findings of this research enrich the literature about online learning, especially in the COVID-19 setting. Moreover, this work is useful for higher education institutions seeking to design a better strategy that allows students to return to campus.

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Section: Discussionsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 77%

Do Science and Social Science Differ? Multi-Group Analysis (MGA) of the Willingness to Continue Online Learning

et al. 2022

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“…Specifically, perceived ease of use had a significant effect on perceived usefulness at T1 and T2, whereas the effect became non-significant at T3. This result appears inconsistent with previous studies, which found that perceived ease of use was a direct determinant of perceived usefulness [27,37,63]. In general, our results suggest that perceived ease of use would affect behavioral intention through the mediating role of perceived usefulness at earlier usage stages, while it would directly affect behavioral intention, rather than indirectly through perceived usefulness, at later usage stages, especially when students have low perceptions of perceived ease of use.…”

Section: Primary Findingscontrasting

confidence: 99%

“…Prior research has suggested that the actual experience of using technology will affect users' beliefs and attitudes towards technology [34]. Particularly, Cheng and Yuen [37] investigated junior students' acceptance and continuance of e-learning system use. They found that actual usage would indirectly affect behavioral intention.…”

Section: Actual Usagementioning

confidence: 99%

Understanding Students’ Acceptance and Usage Behaviors of Online Learning in Mandatory Contexts: A Three-Wave Longitudinal Study during the COVID-19 Pandemic

Tao

Qin

et al. 2022

Sustainability

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Online learning has been mandatorily adopted in many countries due to the closure of educational institutions caused by the COVID-19 pandemic. However, antecedents of the acceptance and continuance of online learning in such a situation and their changing role over time have not been well understood. This study proposed and empirically tested a longitudinal acceptance model of online learning by integrating the technology acceptance model (TAM) with the task–technology fit (TTF). Data were collected using a three-wave longitudinal survey from 251 Chinese college students after the outbreak of the COVID-19 pandemic. The results showed that most hypothesized relationships in the proposed model were supported and remained across the three-time stages, while the effects of perceived ease of use on perceived usefulness and behavioral intention changed over time. In addition, students’ perceptions at previous stages had little impact on perceptions at subsequent stages, except for perceived usefulness and behavioral intention. Our study demonstrates that the integrated model of TAM and TTF could be an effective tool to understand students’ acceptance of online learning across different time stages in a mandatory setting and that longitudinal design could be applicable to examine the changing mechanism of the acceptance and continuance use of online learning over time.

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“…The study corroborated with Otto et al (2020), Philip and Moon (2013), who found that students' satisfaction positively affects students' performance. This result also supported the findings in Cheng and Yuen (2020) and Cheng (2020). Therefore, UMT's management should be proactive in creating a positive attitude among students to complete their online classes and improve performance by providing a good online learning system during the COVID-19 pandemic.…”

Section: Discussionsupporting

confidence: 84%

The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic

Ngah

Kamalrulzaman

Mohamad

et al. 2022

RPTEL

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This study explored the factors influencing students’ willingness to continue with the online learning system during the coronavirus disease 2019 (COVID-19) pandemic by adopting the stimulus–organism–response (SOR) theory. This study also incorporated e-learning readiness, performance, and satisfaction as mediators. The present study employed the purposive sampling method, whereby 2215 data of undergraduate students from a public university were gathered using an online survey and analysed using structural equation modelling (SEM) with Smart Partial Least Squares (SmartPLS). The results revealed that students’ e-learning readiness, performance, and satisfaction positively influenced their willingness to continue online learning. Besides, students’ e-learning readiness, performance, and satisfaction sequentially mediated the relationship between the online learning system quality and willingness to continue online learning. Significantly, this study provided new insights into the literature on students’ willingness to continue online learning by providing empirical evidence on the factors that support their willingness to continue online learning during the COVID-19 pandemic.

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Junior secondary students’ acceptance and continuance of e-learning system use: a multi-group analysis across social backgrounds

Cited by 17 publications

References 101 publications

Do Science and Social Science Differ? Multi-Group Analysis (MGA) of the Willingness to Continue Online Learning

Do Science and Social Science Differ? Multi-Group Analysis (MGA) of the Willingness to Continue Online Learning

Understanding Students’ Acceptance and Usage Behaviors of Online Learning in Mandatory Contexts: A Three-Wave Longitudinal Study during the COVID-19 Pandemic

The sequential mediation model of students’ willingness to continue online learning during the COVID-19 pandemic

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