Acceptance and use of online learning platforms among Ghanaian high school students
Bibliographic Data
| ID | 22436947 |
|---|---|
| Authors | Shailesh Khant (0000-0001-6690-3526, Charotar University of Science and Technology), Nash Yeboah (Valley View University), Kwaku Anhwere Barfi (0000-0001-5015-2641, University of Cape Coast, corresponding author) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-05-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01604-9 |
| OpenAlex | W7161487698 |
| Language | EN |
| References cited | 41 |
The use of online learning platforms is fast gaining attention in high schools. The choice of utilising online learning platforms provides both instructors and learners the opportunity to explore more and cover wide range of contents while sharing ideas through collaborative studies. The paper examined students’ acceptance and use of online learning platforms. Drawing on the Unified Theory of Acceptance and Use of Technology, the study examined how performance expectancy, effort expectancy, social influence, facilitation condition affects student’s intention to use online learning platforms for academic activities. The study adopted quantitative analysis and cross-sectional survey design 1808 students participated in the study. Results were analsysed using structural equation modeling. The results showed that performance expectancy, effort expectancy, social influence and facilitation condition have positive significant effect on students’ intentions to use online learning platforms. The moderation analysis revealed that gender significantly moderates the relationship between performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioural intention to use online learning platforms. In contrast, age did not exhibit a statistically significant moderating effect on the relationship between the UTAUT constructs and behavioural intention. Schools should leverage the power of social influence by fostering collaborative learning environments where students can share positive experiences and motivate each other to participate in online learning.
Collaborative learning · Facilitation · Moderation · Online learning · Online participation · Social influence · Structural equation modeling · Unified theory of acceptance and use of technology · Online and Blended Learning · Technology Adoption and User Behaviour · Technology-Enhanced Education Studies
Revisiting Mixed Methods Research Designs Twenty Years Later
High school students’ experience of online learning during Covid-19
Online Learning
“Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms”
User Acceptance of Information Technology
Emergency e-learning acceptance in second-cycle institutions in Ghana
E-Learning Critical Success Factors during the Covid-19 Pandemic
Challenges in the online component of blended learning
Unleashing the potential of online learning in Spain
Adapting to online teaching during Covid-19 school closure
Opinion of students on online education during the Covid ‐19 pandemic
Students’ Acceptance of the Covid-19 Impact on Shifting Higher Education to Distance Learning in Poland
College students’ experience of emergency remote teaching due to Covid-19
Perceived usability evaluation of Microsoft Teams as an online learning platform during Covid-19 using system usability scale and technology acceptance model in India
| Highly cited | No |
|---|