Students’ Intentions to Use Distance Education Platforms: An Investigation into Expanding the Technology Acceptance Model through Social Cognitive Theory

Abstract

The current study aims to investigate the crucial factors that influence the behavioral intentions of students to use distance education platforms (DEPs). The tested Davis Expanded Technology Acceptance Model (TAM) was applied with Bandura’s social cognitive theory (SCT). This study included 453 university students using DEPs in the Kingdom of Saudi Arabia. A quantitative approach was adopted, and the results revealed that both perceived ease of use and usefulness have a strong influence on student intentions to use DEPs. Observational learning and computer self-efficacy also strongly influence perceived ease of use, and learner control with scaffolding was shown to significantly influence perceived usefulness. Moreover, the results confirmed the significant effect of perceived ease of use on perceived usefulness. Accordingly, the results provide valid support for an integrated framework including both TAM and SCT to understand how students may accept DEPs to improve their educational performance. This integration would help the decision-makers who are responsible for managing these platforms to assess the real needs of students at all higher education institutions.

Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

“…However, many studies related to the field of ICT (Al-Dokhny et al, 2021 ; Al-Rahmi et al, 2019 ; Alyoussef, 2021 ; Tarasov et al, 2020 ) were conducted in light of the technology acceptance model (TAM) developed by Davis ( 1989 ), which confirmed that providing an effective e-learning environment for students helps increase their behavioral intention to use it in the future. The environment must provide perceived ease of use, and perceived usefulness, where the perceived ease of use makes easy access to the resources of these systems through the hand-easy tools, which in turn affect their perceived usefulness.…”

Essential Factors to Improve Student Performance Using an E-Learning Model: Review Study

“…However, there are still areas where our students' consistent use of elearning could be improved. The key elements of the e-learning model developed by [5], [9] and [10] to strengthen the ongoing intention to utilize the e-learning system in education.…”

“…The Gulf Cooperation Council (GCC) has embraced and accepted the e-learning system in many GCC nations. The Middle East's educational transformation is being led by Arab Gulf areas [9].…”

“…Student Satisfaction Academic Performance [9] How to investigate the quality standards of each university to the satisfaction students Student-Satisfaction Academic-Perform Support-Assessment [16] How to assess the learning outcome of student academic performance Academic-Perform [17] How TEL used to optimize SLO in universities Academic-Perform Continue Intention [18] effect of using Wiki to create, design and increase the knowledge of lecturers Course Content Perceived ease of use Perceived usefulness [3] How online assessment help in SLO Support-Assessment Student-Satisfaction…”

“…In order for students to achieve their goals and for the results of their e-learning assessments to be transparent, the course content must be satisfying [9]. Furthermore, satisfaction refers to students' perceptions based on their self-efficacy, performance, and happiness with the current system [30].…”