Motivators and concerns for real-time online classes

Focused on the security and privacy issues

Bibliographic Data

ID21631291
AuthorsSang Soo Kim (0000-0002-0352-2838, Yong In University, corresponding author)
Year2023
Volume31
Issue4
Pages1875-1888
Publication date2023-05-19
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInteractive Learning Environments (JOURNAL)
Journal identifiersISSN: 1049-4820 • E-ISSN: 1744-5191
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2020.1863232
OpenAlexW3123521569
LanguageEN
Citations received11
References cited73

As education is increasingly going online, propelled by the COVID-19 outbreak, how to build student engagement has become critically important, and it is, therefore, necessary to explore the motivators and barriers to student engagement comprehensively. Given the nature of an online learning environment, this study specifically focused on security and privacy concerns as the major issues that may be restricting student engagement. Based on the data collected from 296 students studying at Y University, South Korea, this study reported the results of the structural model test supporting that perceived usefulness and peer behavior directly influence real-time online class participation intention. This study further showed the negative impact of privacy concern and security concern on the perceived ease of participation, which consequently influences RTOC participation intention through perceived usefulness and peer behavior. As technology-enabled contactless activities, including online education, have become new normal, this study’s approach will provide insightful implications that help encourage student participation and active learning

Internet privacy · Mathematics education · Student engagement · Usability · Computer Science · Education and Learning Interventions · Impact of Technology on Adolescents · Psychology · Technology Adoption and User Behaviour

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