Behavioral Intention of e-Learning: A Case Study of Distance Learning at a Junior High School in Indonesia due to the COVID-19 Pandemic

Abstract

The spread of COVID-19 caused schools that previously used only a face-to-face system to deliver instruction online from home, a method commonly called e-learning. e-Learning is extremely beneficial in providing cost-effective education irrespective of time and geographical boundaries. Despite the benefit of e-learning, there are many problems associated with its use in Indonesia. Based on the results of research by Indonesian Child Protection Commission (KPAI), the application of e-learning in secondary schools in Indonesia is quite challenging. There is currently an education gap between the able and disadvantaged groups in Indonesia currently created by elearning. This study aims to assess the behavior intention of e-learning at junior high schools in Jakarta and Tangerang, Indonesia, due to the impact of COVID19. The research model is based on the unified theory of acceptance and use of a technology framework. The behavioral intention of performance expectation, effort expectancy, attitude, facilitating condition, social influence, and cost were examined. Data were collected by administering questionnaires to respondents who studied at the junior high schools in Jakarta and Tangerang. Data analysis was performed using structural equation modeling. The results showed that the social influence of e-learning has a strong positive relationship with behavioral intention. The findings of the study contribute to the understanding of behavioral beliefs about e-learning in Jakarta and Tangerang due to COVID-19. This contribution could be a reference for the government in improving the education system for elearning during COVID-19.

COVID-19 and E-Learning Adoption in Higher Education: A Multi-Group Analysis and Recommendation

“…Furthermore, several studies that used the unified theory of acceptance and use of integrated technology (UTAUT) observed that the performance expectation strongly influences the behavioral intention to use e-learning [45]. Finally, we can say that e-learning features such as collaborative learning, customization, cost, and, most notably, the performance of e-learning have developed and created a solid positive relationship with behavioral intention [38]. Hence, we hypothesize: H3 (b).…”

“…E-learning is a tool for delivering the learning resources via a digital mode, with features such as accessibility and navigation, which empower learners to control the instructional contents. Learners may be involved in learning remotely and without barriers [38]. User satisfaction has a great significance for online learning.…”

Faktor-Faktor yang Mempengaruhi Penerimaan dan Penggunaan E-Learning: Studi Kasus Pembelajaran Jarak Jauh di SMK Ma’arif 1 Yogyakarta

“…Penelitian yang dilakukan oleh Komite Perlindungan Anak Indonesia (KPAI) menunjukkan 73,2% guru hanya memberikan tugas tanpa adanya interaksi dengan siswa, sehingga siswa merasa tidak menyukai proses pembelajaran jarak jauh. Berdasarkan penelitian tersebut, penerapan elearning di sekolah menengah kurang efektif [10].…”

UTAUT Factors Influencing Perception & Behavioral Intention of Learners & Lecturers Towards Adoption of Online Classes During COVID-19 Pandemic

“…Moreover, there were also publications that have not entirely reached the same theoretical implications. There were conclusions suggesting that some theorized factors had nothing to do with the individual's attitude (Sangeeta & Tandon, 2020;Sukendro, Habibi, Khaeruddin, Indrayana, Syahruddin, Makadada, Hakim, 2020), no connection with their intention (Asvial, Mayangsari, & Yudistriansyah, 2021;Raza, Qazi, Khan, & Salam, 2021;Chayomchai, 2020), and no credibility towards their actual use of technology (Chayomchai, Phonsiri, Junjit, Boongapim, & Suwannapusit, 2020;Sangeeta & Tandon, 2020) during this pandemic.…”