The Covid-19 Pandemic and the Acceptance of E-Learning among University Students
The Role of Precipitating Events
Bibliographic Data
| ID | 22045337 |
|---|---|
| Authors | P R Weerathunga (0000-0001-6417-442X, Rajarata University of Sri Lanka, corresponding author), W H M S Samarathunga (0000-0001-9533-3884, Rajarata University of Sri Lanka, corresponding author), H N Rathnayake (Rajarata University of Sri Lanka), Suneth Agampodi (0000-0001-7810-1774, Rajarata University of Sri Lanka), S B Agampodi (Rajarata University of Sri Lanka), Mohammad Nurunnabi (0000-0003-0848-3556, Prince Sultan University), M M S C Madhunimasha (Rajarata University of Sri Lanka) |
| Year | 2021 |
| Volume | 11 |
| Issue | 8 |
| Pages | 436 |
| Publication date | 2021-08-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11080436 |
| OpenAlex | W3194063435 |
| Language | EN |
| Citations received | 4 |
| References cited | 56 |
This study examined the effect of the COVID- 19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the COVID-19 pandemic, which was viewed through the lens of precipitating events, on the intention–behaviour relationship, we employed the Technology Acceptance Model (TAM) with the inclusion of a moderating variable. While the findings indicated that the COVID-19 pandemic had clearly increased the usage of e-learning, we found no evidence to establish a moderating impact on the intention–behaviour relationship. The empirical model, however, was well fitted to the data, and the key components of the TAM were likewise adequately described by the relevant predictors. Furthermore, attitudes toward e-learning and perceived ease of use emerged as the most important factors in explaining behavioural intention, whereas relevance and experience were shown to be more significant in relation to perceived usefulness and perceived ease of use. Our work is significant because it adds to the existing empirical evidence on e-learning and supports the relevance of TAM in understanding the usage of e-learning even in extreme situations such as the COVID-19 pandemic. Our research has significant implications for educators and other higher education authorities
Empirical evidence · Empirical research · Higher education · Moderation · Pandemic · Political science · Structural equation modeling · Technology Acceptance Model · Usability · Computer Science · Digital Marketing and Social Media · Medicine · Organizational and Employee Performance · Psychology · Social Psychology · Technology Adoption and User Behaviour
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| Unique citing works | 4 |
|---|---|
| Citations per year | 1 |
| Citation span | 2022 - 2023 (2) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |