The COVID-19 Pandemic and the Acceptance of E-Learning among University Students: The Role of Precipitating Events

Abstract

This study examined the effect of the COVID- 19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the COVID-19 pandemic, which was viewed through the lens of precipitating events, on the intention–behaviour relationship, we employed the Technology Acceptance Model (TAM) with the inclusion of a moderating variable. While the findings indicated that the COVID-19 pandemic had clearly increased the usage of e-learning, we found no evidence to establish a moderating impact on the intention–behaviour relationship. The empirical model, however, was well fitted to the data, and the key components of the TAM were likewise adequately described by the relevant predictors. Furthermore, attitudes toward e-learning and perceived ease of use emerged as the most important factors in explaining behavioural intention, whereas relevance and experience were shown to be more significant in relation to perceived usefulness and perceived ease of use. Our work is significant because it adds to the existing empirical evidence on e-learning and supports the relevance of TAM in understanding the usage of e-learning even in extreme situations such as the COVID-19 pandemic. Our research has significant implications for educators and other higher education authorities.

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The Effect of Perceived Vaccination on Students’ Online Learning Intentions: A Moderated Mediation Model

“…COVID-19 has swept the globe, forcing half of the world's population to close down by April 2020 [1], and the impact of this pandemic can be observed throughout many industries, including education [2][3][4][5][6][7]. Since the outbreak of this coronavirus, containment measures have been taken quickly by numerous countries in order to limit community transmission, with a view to bringing the disease under control gradually [8].…”

“…Several studies have been conducted on online learning and e-learning in the context of COVID-19. The majority of these works are based on well-known theories, such as the technology acceptance model [18][19][20][21] or extended versions of it [1,22,23]. These studies, however, focus primarily on exploring determinants that promote students' attitudes and intentions toward using e-learning or online learning.…”