Structural Equation Model of Acceptance Cloud Learning for Sustainability Usage in Higher Education Institutes

Ruangvanich, Supparang; Piriyasurawong, Pallop

doi:10.3991/ijet.v14i10.10045

Cited by 11 publications

(8 citation statements)

References 62 publications

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“…The significance of social influence in the field of e-learning has been examined by previous researchers. The results of this research therefore confirm previous relationships between factors [9,89,90]. Finally, the study's findings strongly support the student satisfaction variable, which confirms hypothesis fourteen, indicating that student satisfaction has a positive impact on e-learning usage as sustainability in education and student academic performance.…”

Section: Discussionsupporting

confidence: 85%

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Alyoussef¹

2021

Sustainability

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The aim of this study was to fill the gap in the literature on e-learning acceptance and its role in the sustainability of learning and the role of task-technology fit (TTF), which influences student satisfaction and academic performance. While researchers have examined e-learning acceptance in a variety of contexts, the role of TTF as a mediating variable in measuring education sustainability has not been explored using the technology acceptance model (TAM). As a result, the goal of this study was to develop a new paradigm by combining two theories: TFF and the TAM. In total, 432 students and researchers from public universities participated in this study. We surveyed students using the structural equation modelling (SEM) approach to learn about their expectations with regard to e-learning adoption. According to the findings, perceived ease of use has a positive impact on perceived enjoyment and usefulness, which in turn has a positive impact on task–technology fit and e-learning use in higher education, resulting in a positive impact on student satisfaction and academic performance as well as sustainability. Finally, the role of task-technology fit and e-learning usage in education sustainability had a positive effect on student satisfaction and learning performance. As a result, the use of e-learning in learning processes should be encouraged as a long-term strategy in higher education institutions.

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Section: Discussionsupporting

confidence: 85%

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Alyoussef¹

2021

Sustainability

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“…Studies related to the use of M-learning in educational institutions examine students' attitudes towards the use and implementation of M-learning techniques for the sustainability of learning, with special emphasis on the importance of M-learning design [20]. Students' attitude towards the sustainability of learning demonstrates that it is necessary to understand the use of ICT-based learning, because the student's attitude is crucial in contributing to sustainable learning [21]. There are studies that show that even students who have positive attitudes require a teacher for various reasons, some related to the sustainability of M-learning and the requirement of motivation [22,23].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

et al. 2021

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Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

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“…Due to effect that the attitude of students may have on the sustainability process of m-learning [23,27], some studies concluded the need to analyze the perceptions of students about online tools [28] and the teacher's role [25]. In the present study, the analysis regarding the student's perspective has been focused on the analysis of the utility perceived by students regarding online tools, as well as the effect that certain attitudes or the teacher's role may have on the perceived utility of the tools.…”

Section: Discussion Limitations and Conclusionmentioning

confidence: 99%

“…Teachers must promote positive attitudes in students [26]. Studies related to the use of ICT-based learning, such as cloud learning, show that it is necessary to understand the student's attitude towards the sustainable use of learning, since the student's attitude plays a vital role in contributing to sustainable learning [27]. In the analysis of the intention to use tools based on ICT, it was found that the perceived utility by the students affected their intention to use them [28].…”

Section: Mobilitymentioning

confidence: 99%

Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

2020

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Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.

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Structural Equation Model of Acceptance Cloud Learning for Sustainability Usage in Higher Education Institutes

Cited by 11 publications

References 62 publications

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

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