E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Alyoussef, Ibrahim Youssef

doi:10.3390/su13116450

Cited by 44 publications

(47 citation statements)

References 86 publications

(102 reference statements)

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“…The paper uses Task Technology Fit (TTF) [55][56][57] and a Technology Acceptance Model (TAM), with added variables such as social presence, social space, and content of the learning management system, in assessing the factors affecting the perceived satisfaction of students when using LMS. A total of 1011 engineering students responded to the online questionnaire, which comprised 81questions.…”

Section: Discussionmentioning

confidence: 99%

The Perceived Satisfaction in Utilizing Learning Management System among Engineering Students during the COVID-19 Pandemic: Integrating Task Technology Fit and Extended Technology Acceptance Model

et al. 2021

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Online education has become the norm for higher education institutions (HEIs) during this COVID-19 pandemics. HEIs are required to implement a fully online learning system that is structured and readily accessible with the assistance of a learning management system (LMS), including in developing countries such as the Philippines. This study aims to assess factors that positively influence the perceived satisfaction of engineering students when using the LMS during the COVID-19 pandemic in the Philippines. Additionally, it aims to integrate two models: Task Technology Fit (TTF) and Technology Acceptance Model (TAM), with added variables such as the content of the learning management system, social presence, and social space. Upon deploying the convenience sampling, a total of 1011 engineering students responded in the online survey, which consisted of 81 questions. Structural equation modeling (SEM) showed that the Task Technology Fit was positively influenced by technology, individual, and task characteristics. Moreover, behavioral intention to use LMS was positively influenced by perceived usefulness and perceived ease of use. Furthermore, Task Technology Fit had a significant direct effect on behavioral intention to use LMS, which subsequently led to perceived satisfaction. This study is among the first to explore factors affecting perceived satisfaction among engineering students in using the LMS in the Philippines during the COVID-19 pandemic. To evaluate the perceived satisfaction of students in using the learning management system, future works can be extended and the model can be applied in other countries.

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Section: Discussionmentioning

confidence: 99%

The Perceived Satisfaction in Utilizing Learning Management System among Engineering Students during the COVID-19 Pandemic: Integrating Task Technology Fit and Extended Technology Acceptance Model

et al. 2021

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“…Both models are commonly used in assessing users' uptake and perceptions of technological devices in various domains, as mentioned previously [38][51][52 [55] [72][71] [53]. In Figure 1, Goodhue and Thompson [34] state that the TTF model emphasizes a good fit between technology and individual performance tasks [8]. As in Figure 2, Venkatesh et al [90] state that people using technology are affected by four key concepts: facilitating conditions, performance expectancy, social influence, and effort expectancy.…”

Section: Information Technology (It) Modelsmentioning

confidence: 99%

Online Learning and COVID-19 in Higher Education: The Value of IT Models in Assessing Students’ Satisfaction

Azizan

Lee

Crosling

et al. 2022

Int. J. Emerg. Technol. Learn.

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This study of the COVID-19 online learning experiences of students in a Singaporean higher education institution (HEI) assesses the students’ ‘fit’ (ie, their satisfaction) with online learning, as gauged through the Information Technology (IT) models of Task-Technology Fit (TTF) and Unified Theory of Acceptance and Use of Technology (UTAUT). While current studies have found that curriculum, instructor and learner factors have impacted on students and online learning during COVID-19, it has been observed that there is insufficient understanding of factors that predict students’ online learning satisfaction [24]. This study thus contributes where there are few, if any studies that assess students’ online learning satisfaction through technological models. Furthermore, the study’s finding are that the students’ perception of, general attitude to, and intention to use the online learning shaped their satisfaction, thus pointing to the value of such technological models in understanding student learning at a deeper level. Students’ experiential comments from the study also form recommendations for effective online teaching practice which apply to Singapore, and broadly for higher education (HE) online learning design. Significantly, the information technology (IT) models are shown as valuable in assessing HE students’ online learning satisfaction.

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“…The paradigm of this theory clarifies the efficient characteristics of technology use. The model of TTF is envisaged when consumers engage with a technology based on a relationship between performance prospects and technological qualities [23,60], since concentrating only on consumers' expectations associated with the technology is inadequate. Thus, for this study, the hypotheses are proposed that: Hypothesis 14 (H14).…”

Section: Task-technology Fit (Ttf)mentioning

confidence: 99%

Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students

Alismaiel

2021

Sustainability

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The purpose of this study was to investigate the factors that influence the use of e-learning among students in higher education during the Corona Virus disease, during the 2019 season (COVID-19). A poll of 395 students from the student’s university was used to conduct the research. The study’s theoretical foundation was an expanded Technology Acceptance Model (TAM), which included task-technology fit and students’ engagement, as well as external elements such as experience (EXP), technology anxiety (TEA), and facilitating conditions (FC). The suggested model was tested and evaluated using SEM-PLS. The investigation demonstrated that the suggested TAM-based scale effectively describes factors impacting students’ use of E-learning during the pandemic. According to the findings, students’ engagement (SEN), EXP, TEA, and FC have a favorable impact on task–technology fit (TTF) and perceived ease of use (PEOU), resulting in a good impact on TTF and usage of an e-learning system for educational sustainability (EA). Finally, the TTF fit and convenience of use of eLearning in education have a positive impact on the behavioral intention to use an e-learning system for educational sustainability and the adoption process. As a result, higher education institutions should use eLearning as a sustainability learning strategy.

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E-Learning Acceptance: The Role of Task–Technology Fit as Sustainability in Higher Education

Cited by 44 publications

References 86 publications

The Perceived Satisfaction in Utilizing Learning Management System among Engineering Students during the COVID-19 Pandemic: Integrating Task Technology Fit and Extended Technology Acceptance Model

The Perceived Satisfaction in Utilizing Learning Management System among Engineering Students during the COVID-19 Pandemic: Integrating Task Technology Fit and Extended Technology Acceptance Model

Online Learning and COVID-19 in Higher Education: The Value of IT Models in Assessing Students’ Satisfaction

Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students

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