大学学生在被迫采用技术后继续使用电子学习平台的意愿:测试扩展的UTAUT模型
Harshali Patil1, Swapnil Undale1
1School of Business, Dr. Vishwanath Karad MIT World Peace University, Pune, India.
Education and information technologies
|June 26, 2023
概括
该研究发现,绩效预期和资源可用性是强制采用电子学习的关键. 教育机构应确保学生达到学术目标,并拥有成功在线学习所需的资源.
科学领域:
- 教育技术的教育技术
- 在线学习教学教学在线学习教学
- 技术接受模型 技术接受模型
背景情况:
- 随着COVID-19大流行,人们迅速转向电子学习,这给基础设施和教师质量带来了挑战.
- 在线学习提供了可扩展性,但需要了解学生对强制性电子学习技术的采用.
- 机构需要验证影响在义务教育环境中采用技术的因素.
研究的目的:
- 根据强制实施,确定影响学生采用电子学习技术的关键因素.
- 测试技术接受和使用统一理论 (UTAUT) 在强制性电子学习环境中的适用性.
- 为教育机构提供关于促进成功的电子学习技术集成的见解.
主要方法:
- 量化研究方法利用对印度大学生进行的调查.
- 通过在线问卷收集数据,该问卷是根据疫情期间的先前研究改编的.
- 用于数据分析的结构方程建模 (SEM) 来测试UTAUT模型.
主要成果:
- 该UTAUT模型部分解释了强制采用电子学习技术的原因.
- "性能预期"和"资源可用性"被确定为持续使用意向的重要预测指标.
- 调查结果强调了感知到的有用性和可访问的资源对学生参与的重要性.
结论:
- 教育机构必须优先确保学生通过电子学习平台实现学术目标.
- 充分资源的可用性对于成功采用和持续使用电子学习技术至关重要.
- 专注于用户需求和支持的战略实施可以提高电子学习的有效性.
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