This study evaluated the acceptance and use of a virtual learning environment in higher education by using the unified theory of acceptance and use of technology (UTAUT) model. Study data were collected by means of a questionnaire form, completed by 1032 students receiving undergraduate education in Turkey and the United Kingdom, who currently use similar virtual learning environments. The role of performance expectancy, effort expectancy, social influence and facilitating conditions were evaluated and tested for both countries. The study results demonstrated that the behavioral intention and use behavior regarding the utilization of a virtual learning environment in higher education differed between the two countries, and that the level of impact of the factors that shape behavioral intention and use behavior also differed from one factor to another.Keywords: Unified theory of acceptance and use of technology (UTAUT), Technology adoption, Virtual learning environment (VLE), Turkey, United Kingdom
Significance statementWhile the fast progress in technology has been continuing, the transfer of improved technologies into different application fields has become a current issue. In parallel with the accelerated technological innovations, the utilization of technology in educational processes has also increased. Hence, the studies focusing on the acceptance and utilization of these technologies particularly by students have come into prominence. The key motivation of the present study, which investigates the different models dealing with the acceptance and utilization of information systems in the literature, is to determine the student acceptance and utilization of a virtual learning system based on a pre-tested model. Building on similar virtual learning systems in two public universities-one is in Turkey and the other is in the UK-this research aims to reveal the students' intentions to utilize the system and also determine similarities and differences in their behaviours in using the system.
In this study, a detailed review of the extant literature is provided, and model propositions and tested measures which were previously formed for developing and developed countries are investigated. The present research employs a face-to-face survey method with 586 partipants.In the data collection process, statements formed from previously tested measures in the field and scales including demographic factors are used.It is revealed that the availability of resources, perceived functional benefit and perceived service response have a positive affect on the acceptance of e-government. Moreover, the results reveal that perceived service response and availability of resources positively effect the functional benefit.
PurposeIn parallel with technological developments, mobile devices have become an important part of our daily lives. Nowadays, people, particularly generation Z, actively engage with the Internet and mobile technologies, including smartphones. The new technologies have also made electronic learning (e-learning) and mobile learning (m-learning) tempting for learners in higher education. Despite the growing use of m-learning, particularly in developed countries, its utilization in higher education is still at its early stage and far from its potential. This study investigates the university students' acceptance of using m-learning with smartphones in a developing country context.Design/methodology/approachQuantitative data collected through conducting questionnaires with 405 higher education students in Turkey were analyzed with structural equation modelling.FindingsThe findings show that the acceptance of using m-learning is affected by several factors, including perceived enjoyment, complexity and facilitating conditions. The findings are particularly relevant in the current context, where the COVID-19 pandemic has pushed many higher education institutions to adapt m-learning systems to enhance student learning experiences.Originality/valueThis study's findings offer fresh and important insights that can be used by m-learning developers and educators for designing m-learning systems and using m-learning applications in enhancing students' experience and performance with m-learning.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-10-2021-0516.
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