University students’ behavioral intention and gender differences toward the acceptance of shifting regular field training courses to e-training courses

Alghamdi, Abdullah M.; Alsuhaymi, Dhaifallah Saleh; AlGhamdi, Fahad; Mohamed, Ahmed Mohamed Farhan; Shehata, Saleh M.; Sakoury, Mona Mostafa Abdo

doi:10.1007/s10639-021-10701-1

Cited by 17 publications

(14 citation statements)

References 18 publications

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“…In another example, Lim (2004) found that significant difference exists in learning motivation between the USA and Korean online learners stemming mostly from cultural orientation and learner characteristics. Again, Alghamdi et al (2022) found significant differences between male and female students regarding effort facilitating conditions, performance expectancy and social influence in relation to intention for usage of e-training. Similarly, Yu and Yu (2021) found after review 21 high-quality articles that females could achieve with Facebook-assisted education significantly better learning outcomes than males.…”

Section: Perceived Value and Engagement In Universitiesmentioning

confidence: 80%

The impact of perceived value on engagement: the role of teacher behavior

Issa

Saad²,

Dittavichai³

2022

IJEM

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PurposeThis paper investigates the impact of perceived value on academic engagement (AE) of students in an online learning environment. The mediating effect of teacher behavior (TB) on the relationships is also explored.Design/methodology/approachData were collected from 542 students studying at different specializations in Malaysia and Thailand academic institutions. This study employed a quantitative methodology and utilized the SmartPLS for data analyses.FindingsThe results suggest that students' perceived value is a strong predictor of AE, while TB positively and significantly mediated only social value–engagement association and spiritual value–engagement association.Practical implicationsThese findings suggest focusing on TB as a dynamic variable in pursuing students' AE. Still, the cross-cultural and gender differences uncovered added important factors to consider when designing online learning programs across different student groups.Originality/valueBy building on reasoned action theory (TRA) and integrating TRA with social motivational theory, this study provides novel theoretical insights that reveal mechanisms whereby students' perceived value promotes AE through TB in online learning.

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Section: Perceived Value and Engagement In Universitiesmentioning

confidence: 80%

The impact of perceived value on engagement: the role of teacher behavior

Issa

Saad²,

Dittavichai³

2022

IJEM

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“…Extant literature is still limited on the application of UTAUT to e-learning acceptance by students [44], particularly during the COVID-19 crisis. Experiences in the Middle East and East Asia [52,53,59,[59][60][61], as well as in several African countries [50,51,55], are particularly represented in literature. Experiences in other parts of the world, such as Europe or America, are comparatively less represented [49,57].…”

Section: The Utaut Framework and E-learning Acceptance During Covid-19mentioning

confidence: 99%

“…These hypotheses were elaborated based on the conclusions drawn in the extant literature on the application of UTAUT to e-learning acceptance, particularly during the COVID pandemic [35][36][37][38][43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61]. Indeed, most of the experiences represented in the literature validate the cause-effect relationships between the main constructs of the UTAUT model.…”

Section: Hypothesis 6 (H6) Behavioural Intention Has a Significant Ef...mentioning

confidence: 99%

“…Although a number of recent studies have explored student technology acceptance of e-learning during the COVID-19 outbreak [9,[35][36][37][38][39][40][41][42], to the best of our knowledge, up to the current moment, no former study has been conducted in this particular regional context. Additionally, the number of works which have used the UTAUT model to study e-learning acceptance in this context is still limited [43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61]. Finally, no study to date has provided a comparison between public and private institutions.…”

Section: Introductionmentioning

confidence: 99%

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Student Acceptance of E-Learning during the COVID-19 Outbreak at Engineering Universities in Spain

2023

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This article analyses students’ intention to use a particular e-learning technology (MS Teams) at university during the COVID-19 outbreak in Spain using the Unified Theory of Acceptance and Use of Technology (UTAUT). The model was refined through a qualitative analysis based on six focus group discussions with students from different engineering faculties in Madrid, Spain. A survey involving 346 undergraduate students was subsequently fed into the model. Structural Equation Modelling (SEM) and SMART PLS software were applied for data analysis. The results shed light on theoretical and practical implications. The model was validated by the data and displayed a high predictive ability. Social influence was found to have the greatest influence over students’ acceptance, followed by the professor’s role in shaping the perception of improvement. Facilitating conditions were found to be the least relevant factor, probably due to the particular context in which this study was conducted. A significant difference was found between the public and private institutions in terms of the importance of the perceived usefulness for the professor (this factor was more important for students’ acceptance at the public university). In order to improve its acceptance and use under the current scenario, it is thus important for universities wishing to introduce e-learning to focus on creating a positive social environment around the e-learning platform, for example, by using social networks or relying on testimonies by professionals who could confirm the interest of such a platform in a future work environment. Understanding professors’ perspective on the implementation of the platform is also of paramount importance. More research is also needed regarding context-related differences when analysing students’ acceptance of e-learning.

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“…The analysis of posts in an online discussion forum is also a reliable method to provide plentiful resources for the research into gender differences in e-learning since it is a frequently used tool to transmit information and provide peer comments (Ogange et al, 2018 ). A Unified Theory of Acceptance and Use Technology model can be constructed to study gender differences in e-learning to provide references for policy makers and course designers (Alghamdi et al, 2022 ).…”

Section: Limitationsmentioning

confidence: 99%

A Meta-Analysis of Gender Differences in e-Learners' Self-Efficacy, Satisfaction, Motivation, Attitude, and Performance Across the World

Deng

2022

Front. Psychol.

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E-learning has gained popularity since the outbreak of COVID-19. This study aims to identify gender differences in e-learners' self-efficacy, satisfaction, motivation, attitude, and performance across the world. Through a meta-analysis and systematic review, this study concludes that there are generally no significant gender differences in e-learning outcomes except in a few countries. Females significantly outperformed males in Spain and the UK. In Austria, India, and mixed countries (Chile and Spain), females hold significantly more positive attitudes toward e-learning than males. In the USA, females present significantly higher self-efficacy than males. Future research into the gender issue in e-learning across the world may adopt cross-disciplinary research methods except for a meta-analysis.

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University students’ behavioral intention and gender differences toward the acceptance of shifting regular field training courses to e-training courses

Cited by 17 publications

References 18 publications

The impact of perceived value on engagement: the role of teacher behavior

The impact of perceived value on engagement: the role of teacher behavior

Student Acceptance of E-Learning during the COVID-19 Outbreak at Engineering Universities in Spain

A Meta-Analysis of Gender Differences in e-Learners' Self-Efficacy, Satisfaction, Motivation, Attitude, and Performance Across the World

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