Modeling Filipino teachers’ intention to use technology: a MIMIC approach

David, Adonis P.; Aruta, John Jamir Benzon R.

doi:10.1080/09523987.2022.2054114

Cited by 8 publications

(14 citation statements)

References 45 publications

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“…(2022) highlighted the use of online platforms for watching movies during the COVID-19 pandemic, and the results found a significant association between PU, PEU and behavioral intention in online movie watching. David and Aruta (2022) investigated teachers' behavioral intention using multiple indicators and multiple causes, and the results identified that usefulness influences intention and perceived ease of using technology.…”

Section: Discussionmentioning

confidence: 99%

Impact of technology self-efficacy on online learning effectiveness during the COVID-19 pandemic

Rahman

Bhuiyan

Hossain

et al. 2023

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PurposeThe impact of the COVID-19 pandemic provides the scope to conduct online classes in the university teaching methods. This study aims to investigate the impact of technology self-efficacy on students' behavioral intention on the effectiveness of online learning.Design/methodology/approachThis study was conducted with 323 university students using the online survey platform. Data analysis was acquired by implementing the partial least squares technique to obtain the results.FindingsThe findings revealed that the COVID-19 pandemic affects technology self-efficacy. Technology self-efficacy has a significance on perceived usefulness (PU) and ease of use, which influences students' behavioral intention to use online learning effectively. The results identified that user innovativeness facilitated the relationship between PU and behavioral intention to use online learning efficiency.Originality/valueThis study has a significant insight into the higher educational institutes and academia that lessons from the impact of the COVID-19 pandemic on technology self-efficacy toward online learning effectiveness.

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Section: Discussionmentioning

confidence: 99%

Impact of technology self-efficacy on online learning effectiveness during the COVID-19 pandemic

Rahman

Bhuiyan

Hossain

et al. 2023

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“…Recently, in India, Bajaj et al (2021) revealed that teachers' acceptance of online teaching and their continuance intention is significantly affected by PEOU and PU. PEOU determines users' continuance intention to use technologies (David and Aruta, 2022;Sharma and Srivastava, 2020;Lin et al, 2011;Sorebo and Sorebo, 2009;Ngai et al, 2007;Liao et al, 2009). Similarly, facilitating conditions and PEOU significantly influence continuance intention, leading to digital technology's actual use in teaching practices (Sharma and Saini, 2022).…”

Section: Teachers' Continuance Intention and Its Determining Factormentioning

confidence: 99%

“…Prior studies recognized that users' PU influences their intention to use e-learning (David and Aruta, 2022;Al-Maroof et al, 2020;Islam and Azad, 2015;Lin et al, 2011;Ho, 2010;Liao et al, 2009). During the COVID-19 period, PU has a substantial impact on teachers' readiness to adopt online teaching and on their continuance intention (Mehta, 2021;Bajaj et al, 2021;Chen et al, 2021;Nikou, 2021;Chauhan et al, 2021;Sangeeta and Tandon, 2020;Al-Maroof et al, 2020).…”

Section: Teachers' Continuance Intention and Its Determining Factormentioning

confidence: 99%

“…Recently, in the online classes during the COVID-19 pandemic, it was observed that the teachers' satisfaction significantly affects their continuance intention toward online teaching (Lei and So, 2021;Nikou, 2021;Hussein et al, 2021;Chauhan et al, 2021). Teachers' positive attitude significantly influences their behavioral intention to teach online (Chen et al, 2021;David and Aruta, 2022). Bajaj et al (2021) found teachers' attitudes as the most significant influencer to continuance intention towards online teaching than PU.…”

Section: Teachers' Continuance Intention and Its Determining Factormentioning

confidence: 99%

“…Limited efforts have been made to examine the perception of HEIs teachers towards adopting an online way of education among Asian countries, i.e. the United Arab Emirates (Al-Maroof et al, 2020;Elshami et al, 2021;El Refae et al, 2021), Jordan (Almahasees and Qassem, 2021), Iraq (Hussein et al, 2021), Philippines (David and Aruta, 2022), Pakistan (Alhumaid et al, 2020), Nepal (Gautam and Gautam, 2021), India (Kulal and Nayak, 2020;Bhat et al, 2020;Joshi et al, 2020;Jain and Agarwal, 2020;Dhawan, 2020;Rizvi and Nabi, 2021;Bordoloi et al, 2021;Chauhan et al, 2021;Bajaj et al, 2021;Sharma and Saini, 2022), China (Lei and So, 2021), Vietnam (Pham and Nghiem, 2022;Pham et al, 2021), and South Korea (Lee and You, 2020). Until now, no comprehensive research has been conducted on the constructs of "teachers' satisfaction, attitude, and continuance intention" collectively and comprehensively towards adopting e-learning in HEIs in a developing nation like India.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A study on teachers' perception towards E-learning adoption in higher educational institutions in India during the COVID-19 pandemic

Kumar

Kumar²,

Garg³

et al. 2022

HESWBL

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PurposeThe present study examines the foremost determinants of teachers' perception, i.e. teachers' satisfaction, attitude and continuance intention towards adopting e-learning in Higher Educational Institutions (HEIs) in India during the COVID-19 pandemic.Design/methodology/approachData were collected through online Google forms from 1,111 (1,060 considered useable) teachers of different HEIs in India using the purposive sampling technique and was analyzed by PLS-SEM (performing partial least squares-structural equation modeling).FindingsResults of this study show that perceived usefulness (PU) followed by institutional support, perceived ease of use (PEOU), and teacher-student interaction positively and significantly impact teachers' satisfaction. Results also revealed that perceived usefulness (PU), institutional support, and satisfaction significantly affect teachers' attitude. Finally and most notably, teachers' continuance intention towards using online teaching in HEIs is most significantly influenced by teachers' satisfaction than perceived usefulness (PU), perceived ease of use (PEOU), and attitude.Originality/valueThe authors anticipate that this study brings a significant and valuable input to the existing literature by providing inclusive research in a more harmonizing understanding of the teachers' satisfaction, attitude, and continuance intention with online teaching-learning practices in diverse educational institutions.

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Technology in Education: An Attitudinal Investigation Among Prospective Teachers from a Country of Emerging Economy

Fernandez,

Cabangcala,

Fanilag

et al. 2024

Lecture Notes in Networks and Systems

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Modeling Filipino teachers’ intention to use technology: a MIMIC approach

Cited by 8 publications

References 45 publications

Impact of technology self-efficacy on online learning effectiveness during the COVID-19 pandemic

Impact of technology self-efficacy on online learning effectiveness during the COVID-19 pandemic

A study on teachers' perception towards E-learning adoption in higher educational institutions in India during the COVID-19 pandemic

Technology in Education: An Attitudinal Investigation Among Prospective Teachers from a Country of Emerging Economy

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