An Integrated Model of Continuous Intention to Use of Google Classroom

Al-Maroof, Rana Saeed; Salloum, Said A.

doi:10.1007/978-3-030-47411-9_18

Cited by 48 publications

(50 citation statements)

References 73 publications

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“…Along with the help of SmartPLS V.3.2.7 software, the partial least squares-structural equation modeling (PLS-SEM) was utilized to conduct the data analysis in this research [15]. The assessment approach had two steps of a structural model and a measurement model allowed to study the collected data [16].…”

Section: Discussionmentioning

confidence: 99%

“…Past studies have focused on the importance of e-learning and its implementation all over the world; some have focused on the continuous use of e-learning [3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] and some on the effect of either teachers' or students' attitudes towards e-learning [20][21][22][23][24][25][26]. In other words, no studies have put forward the implementation of two models that focus on how the perceived interactivity of education technology influences teachers' and students' perceptions and urges them to continue using the technology.…”

Section: Introductionmentioning

confidence: 99%

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The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

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During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020

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“…In fact, IS users' sustainability decisions resemble consumers' decisions to repurchase an item or service, both of which follow an initial decision and are then influenced by user experience that potentially determines reuse [11]. This model has been widely used for digital products, including sustainable e-learning [4,9,12].…”

Section: Literature Review 21 Expectation-confirmation Model Of Is mentioning

confidence: 99%

“…Several previous studies have combined Expectation Confirmation Model of Information System Continuance (ECM-ISM) and Information System Success Model (ISSM) theories to understand the continuance intention of learning [9,10]. The theory of ECM and ISSM itself has not been combined with the teacher self-efficacy factor.…”

Section: Introductionmentioning

confidence: 99%

Continuance Intention of E-Learning: The Condition and Its Connection with Open Innovation

Suzianti

Paramadini

2021

Journal of Open Innovation: Technology, Market, and Complexity

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Recently having increased every year, in 2017, e-learning’s worldwide average growth rate was 7.9% with a worldwide market of USD 52.5 billion. Holding all nations’ eighth highest e-learning growth rate, Indonesia had a market of USD 12.2 billion, with a growth rate of 25% in 2017. Obviously, Indonesia has great potential to develop a greater, even more prospective e-learning business. In fact, the Republic of Indonesia’s Minister of Education and Culture plans to make e-learning permanent by changing traditional into hybrid learning, including at the primary school level. Consequently, this study recommended strategies for increasing “continuance intention” for e-learning in primary schools. A conceptual model was developed based on the Expectation-Confirmation Model of Information System Continuance and the Information System Success Model. The study’s model development involved 195 teacher-respondents and used the partial least squares structural equation modeling for data analysis. Four of 11 hypotheses were rejected because they did not meet the requirements, but based on other results, 10 strategic recommendations were submitted to and assessed by several experts who used the integrated method of Importance-Performance Analysis and Kano to select four strategies selected as improvement priorities and three as keep-up-the-good-work priorities.

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“…The use of world wide web (WWW) has expanded to a large extent in the previous two decades, because of which investments are being made by universities and other educational institutes in information systems (like Moodle and Blackboard), which endorse face-to-face [1][2][3] as well remote course delivery [4][5][6]. Even though the internet is viewed as a global technology, it is important to measure the effectiveness of these tools at the domestic level because users are typically employed in local/national contexts [7].…”

Section: Introductionmentioning

confidence: 99%

Investigating a theoretical framework for e-learning technology acceptance

Kurdi

Alshurideh

Salloum

2020

IJECE

Self Cite

123

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E-learning has gained recognition and fame in delivering and distributing educational resources, and the same has become possible with the occurrence of Internet and Web technologies. The research seeks to determine the factors that influence students' acceptance of E-learning and to find out the way these factors determine the students' intention to employ E-learning. A theoretical framework was developed based on the technology acceptance model (TAM). To obtain information from the 270 university students who utilized the E-learning system, a questionnaire was formulated. The results revealed that “social influence, perceived enjoyment, self-efficacy, perceived usefulness, and perceived ease of use” are the strongest and most important predictors in the intention of and students towards E-learning systems. The outcomes offer practical implications for practitioners, lawmakers, and developers in effective E-learning systems implementation to improve ongoing interests and activities of university students in a virtual E-learning atmosphere, valuable recommendations for E-learning practices are given by the research findings, and these may turn out to be as guidelines for the efficient design of E-learning systems.

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An Integrated Model of Continuous Intention to Use of Google Classroom

Cited by 48 publications

References 73 publications

The Continuous Intention to Use E-Learning, from Two Different Perspectives

The Continuous Intention to Use E-Learning, from Two Different Perspectives

Continuance Intention of E-Learning: The Condition and Its Connection with Open Innovation

Investigating a theoretical framework for e-learning technology acceptance

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