The Impact of Factors on E-Learning Continuance Intention in the Higher Education Sector in Pakistan

Haris, Muhammad

doi:10.47205/jdss.2022(3-ii)84

Cited by 3 publications

(7 citation statements)

References 32 publications

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“…This finding further approved Bandura’ theory that students’ learning behavior will be affected by their sense of self-efficacy, and learning behavior will further affect their learning ability, so their learning achievements and learning opportunities will be affected by their sense of self-efficacy (Bandura, 1997b ). However, this finding differs from the results of study conducted by Doleck et al ( 2018 ) and Haris et al ( 2022 ) who found that the self-efficacy was not an influencing factor on continuance intention.…”

Section: Discussioncontrasting

confidence: 99%

“…The study found that English teachers are an important factor affecting students’ continuance intention to learn in SPOC-based blended learning setting, which is consistent with the research results of Abbas ( 2016 ), Haris et al ( 2022 ), Liang ( 2015 ), and Xu ( 2016 ). English teachers’ teaching affects the relationship between the pre-influencing factors of students and the continuance learning intention of SPOC-based blended learning from two aspects: English teacher supervision and English teaching guidance.…”

Section: Discussionsupporting

confidence: 88%

“…Their results showed that the influencing factors mainly include self-efficacy, social influence, computer entertainment, computer anxiety, and experience. However, the research results from Haris et al ( 2022 ) showed positive impact of learner-content, learner-instructor interaction, academic performance, and course design quality on continuance intention of e-learning except for self-efficacy when they used a questionnaire to determine the influence of the factors on continuance intention of e-learning in the higher education sector in Pakistan. Additionally, Doleck et al ( 2018 ) found that several factors, such as computer anxiety and perceived ease of use, had no significant effect on online learning willingness when they tested the e-Learning-oriented Generic Extended Technology Acceptance Model (GETAMEL).…”

Section: Literature Reviewmentioning

confidence: 99%

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Influencing factors of Chinese EFL students’ continuance learning intention in SPOC-based blended learning environment

Jiang

Liang

2023

Educ Inf Technol

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The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students’ continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students’ continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students’ continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students’ continuance learning intentions in China and elsewhere.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

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Influencing factors of Chinese EFL students’ continuance learning intention in SPOC-based blended learning environment

Jiang

Liang

2023

Educ Inf Technol

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“…The study was assessed first the measurement model for reliability and validity of the constructs used. The structural model was assessed for the hypothesized structural relationships, using PLS-SEM (Haris, Nizam and Nawaz, 2022). Figure 4.1 shows the results of algorithm, which shows path coefficient.…”

Section: Assessment Of Pls-sem Path Modelmentioning

confidence: 99%

Factors Affecting Customer Purchase Intention in Smart Phone Industry of Pakistan

Nizam¹

2022

JDSS

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The study aims to determine the influence of consumer values (i.e. social value, emotional value, functional value) and brand identification on brand loyalty. The data was collected through a survey questionnaire spreading among customers using smartphones from Karachi, Pakistan. A total of 312 sample data were analyzed and delivered statistical results by developed hypotheses. SmartPLS SEM and SPSS were used to test the hypotheses. The study found a positive and significant relationship between consumer values, brand identification, loyalty, and purchase intention. The study found brand loyalty mediates the relationship between functional, social value and brand identification, and intention of purchase except for emotional value. The study results recommend that marketers would analyze and focus on the customer's emotional values more as it influences the decision-making behavior and intention to buy the smartphone of the customer in order to get a better return on investments in marketing promotions.

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“…However, there is a dearth of studies investigating academic environments such as universities (Fullwood et al, 2013). In Pakistan, few studies have addressed knowledge sharing in the academic environment (Baig et al, 2014; Baig & Waheed, 2016; Farrukh et al, 2020; Shahid & Naveed, 2020).…”

Section: Introductionmentioning

confidence: 99%

Impact of Personality Traits on Knowledge Sharing Behavior of Academicians: A Case of University of Sargodha, Punjab, Pakistan

et al. 2023

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This study examined the impact of personality traits on the knowledge sharing behavior of academicians in the public sector. The data were collected from 237 respondents using a questionnaire. The results showed that the personality trait openness to experience had a significant and positive impact on the knowledge sharing behavior and its sub-dimensions such as written contributions, organizational communication, personal interactions, and communities of practice. Furthermore, the personality traits extraversion and agreeableness positively predicted the knowledge sharing behavior for the dimensions of communities of practice and organizational communication, respectively. The results of this study would be helpful for the administrative staff of universities to develop programs to promote a knowledge sharing culture in universities and improve collaborative learning, research, organizational effectiveness, and performance. It would also be a worthy contribution to the existing literature as only a limited number of studies have addressed the role of personality traits in the knowledge sharing behaviors in the academic environment of a non-western country.

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The Impact of Factors on E-Learning Continuance Intention in the Higher Education Sector in Pakistan

Cited by 3 publications

References 32 publications

Influencing factors of Chinese EFL students’ continuance learning intention in SPOC-based blended learning environment

Influencing factors of Chinese EFL students’ continuance learning intention in SPOC-based blended learning environment

Factors Affecting Customer Purchase Intention in Smart Phone Industry of Pakistan

Impact of Personality Traits on Knowledge Sharing Behavior of Academicians: A Case of University of Sargodha, Punjab, Pakistan

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