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Understanding college students' continuous usage intention of asynchronous online courses through extended technology
Kaili Lu1, Feng Pang2, Rustam Shadiev3
1College of Education Science and Technology, Nanjing University of Posts and Telecommunications, No. 09 Wenyuan Road, 210023 Nanjing, China.
Education and Information Technologies
|January 23, 2023
Summary
Cognitive engagement directly influences students' continuous usage intention in asynchronous online learning. Other factors like motivation and source perception indirectly impact this intention, offering insights for higher education course design.
Area of Science:
- Educational Technology
- Higher Education Pedagogy
- Online Learning Research
Background:
- Asynchronous online learning has surged in higher education, accelerated by the COVID-19 pandemic.
- Limited research exists on sustaining student engagement and continuous usage intention in these digital learning environments.
- Understanding factors influencing sustained participation is crucial for effective online course delivery.
Purpose of the Study:
- To integrate intrinsic motivation, extrinsic motivation, perception of multiple sources, and cognitive engagement into the Technology Acceptance Model (TAM).
- To identify key factors influencing students' continuous usage intention of asynchronous online courses.
- To provide theoretical and practical insights for enhancing online learning course design and student retention.
Main Methods:
- A quantitative survey was administered to 325 college students evaluating their continuous usage intention.
- Structural Equation Modeling (SEM) was employed to analyze the relationships between identified factors and continuous usage intention.
- The study adapted the Technology Acceptance Model (TAM) to incorporate specific learning engagement factors.
Main Results:
- Cognitive engagement was the sole factor demonstrating a direct positive relationship with continuous usage intention.
- Intrinsic motivation, extrinsic motivation, and perception of multiple sources indirectly influenced continuous usage intention via various pathways.
- The integrated TAM effectively explained the complex interplay of factors affecting student persistence in online courses.
Conclusions:
- Cognitive engagement is paramount for ensuring students continue using asynchronous online courses.
- Leveraging motivational factors and diverse information sources can indirectly foster sustained engagement.
- Higher education institutions should consider these integrated factors within TAM for designing effective and engaging asynchronous online learning experiences.
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